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BV  1640 

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1922 

Richardson, 

Norman 

Egbert, 

1878- 

The  chur 

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at  play 

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29abili  &,  Botonep,  General  €bttor 

COMMUNITY  TRAINING  SCHOOL  SERIES.    NORMAN  E.  RICHARDSON.  Editor 


THE  CHURCH 
AT  PLAY 

A  Manual  for  Directors  of  Social  and 
Recreational  Life 


NORMAN  E.  RICHARDSON 

Prefeiior  of  Religioui   Education 
Nortbwcttent  Univcriity 


ttriitert«c>Ba 


THE    ABINGDON    PRESS 

NEW   YORK  CINCINNATI 


CopjTight,  1922,  by 
NORMAN  E.  RICHARDSON 


Printed  in  the  United  States  of  America 


First  Edition  Printed  November,  1922 
Reprinted  April,  1923;  July.  1924 


CONTENTS 

PAGE 

Preface 9 

SECTION  I 

PRINCIPLES  AND  METHODS  OF 
RECREATIONAL  LEADERSHIP 

CHAPTER 

I.  The  Church  and  Its  Recreational  Program 15 

Church   Membership    Facilitated    Through  Play.     The 

art  of  achieving  church  membership — Friendliness  and 

church  efficiency. 

The    Conservation    of   the    Surplus.     Surplus    time — 

Surplus  wealth — Surplus  energy. 

Leisure-Time  Activities  as  Spiritual  Assets.     Leisure 

as  a  factor  in  advancing  civilization — The  challenge 

of  leisure. 

II.  Supervised  Play  a  Modern  Necessity 31 

The  Strain  of  Modern  Work.  The  use  of  labor-saving 
machines — Specialization. 

The  Intensity  of  Modern  Life.  Congestion  of  interests 
— Resulting  nervous  disorders — Artificialities  in  pres- 
ent-day living. 

The  Back-to- Nature  Movement.  The  popularity  of 
camping  and  other  forms  of  out-door  activity. 

III.  The  Nature  and  Meaning  of  Play 45 

Five  Notable   Theories.    The  surplus-energy  theory — 

The   re-creation    theory — The   practice   theory — The 

recapitulation     theory — The     spontaneous     attitude 

theory. 

The  Essential  Meaning  of  Play.   A  definition  of  play. 

IV.  Play  Motives  and  Interests 59 

Motives  That  Find  Expression  in  Play.  i.  The  desire 
for  free,  exuberant  self-expression.  2.  The  desire  for 
sensdry  contacts.  3.  Muscular  control.  4.  Manipula- 
tion and  construction.  5.  Curiosity  or  exploration.  6. 
Delight  in  pleasant  surprise.  7.  Sense  of  abode,  or 
home  feeling.  8.  Hunting.  9.  Fighting.  10.  Barter- 
ing. II.  Collecting.  12.  Rhythm.  13.  The  nurturing 
or  mother  instinct.  14.  Dramatic  imitation.  15.  Love 
of  nature  and  the  out-of-doors.  16.  Rivalry  or  com- 
petition.   17.  Team  play  or  cooperation.    18.  Adven- 


CONTENTS 


CHAPTER  PAGE 

ture,  or  the  desire  to  escape  the  commonplace.  19. 
Comradeship  or  partnership. 

V.  Principles  of  Play  Supervision 73 

The  Director's  Responsibility.  A  fourfold  task. 
Some  General  Principles,  i.  The  director  an  officer 
of  the  church.  2.  The  play  program  should  be  graded. 
3.  The  active  enlistment  of  all.  4.  Maintain  a  bal- 
anced program.  5.  Make  play  recreative.  6.  Individ- 
ual variation  in  play  interests  and  needs.  7.  Take 
into  account  the  seasons  of  the  year.  8.  Use  existing 
organizations.  9.  Develop  volunteer  leaders.  10. 
Provide  adequate  equipment.  11.  Cooperate  with 
community  agencies.  12.  Restrict  the  use  of  artificial 
motives. 

VL  The  Art  of  Play  Supervision 87 

Immediate  versus  Ultimate  Objectives. 
Recreational  Leadership  in  Practice,  i.  Make  definite 
and  thorough  plans  for  each  occasion,  (i)  A  church 
social  for  high  school  students,  (a)  Personnel  and  other 
conditions,  (b)  Aim.  (c)  Program.  (2)  A  church  party. 
(a)  Personnel  and  other  conditions,  (b)  Purpose,  (c) 
Program.  (3)  A  party  for  students  in  the  Junior  Depart- 
ment of  Sunday  school,  (a)  Personnel  and  other  con- 
ditions, (b)  Purpose,  (c)  Program.  2.  Importance  of 
the  first  event.  3.  Clearness  in  giving  directions.  4. 
Orders  from  headquarters  only.  5.  Capitalizing  mis- 
takes. 6.  Let  all  participate.  7.  Create  a  vacuum 
aroimd  the  "smartie."  8.  Secure  discipline  through 
group  action.  9.  How  long  to  play  a  game.  10. 
Music  and  rhythm.  11.  C5Dntrol  through  mental 
alertness. 

VII.  Community  Aspects  of  Recreational  Leadership  .  . .   103 

The  recreational  resources  of  the  community — Avoid- 
ing dupHcation  and  competition. 
Community  Organization  for  Recreation — City. 
Community      Organization      for      Recreation — Rural. 
Recreational  programs — ^A  year  of  recreation. 

VIII.  Good  Times  for  Children 117 

Some  Guiding  Principles.  i.  Self-assertiveness  in 
play.  2.  Definiteness  in  aim.  3.  Skill  in  the  use  of 
tools.  4.  Collections  and  the  sense  of  ownership.  5. 
Need  of  adult  supervision.  6.  Interest  in  running 
games.    7.  Mechanical  and  geometrical  puzzles.    8. 


CONTENTS 


CHAPTER  PAGE 

Reading  a  source  of  pleasure.  9.  Close  contact  with 
nature.  10.  Fondness  for  pets.  11.  Trial  of  mental 
powers.  12.  Crude  forms  of  humor.  13.  Dramatic 
imitation. 

Games  Children  Like  Best.  i.  Table  games.  2.  Active 
games.  3.  Dramatic  and  imitative  plays.  4.  Con- 
structive work.    5.  Singing  games.    6.  The  favorites. 

IX.  Scouting  Under  Church  Auspices 127 

Religious  policy. 

Some  Facts  About  Scouting.  Publications. 
Character  and  Citizenship  Through  Scouting.  The  chief 
values  of  scouting — Practical  information — Prevoca- 
tional  guidance — Discovery  and  training  of  lead- 
ers— Social  contacts — Mental  discipline — Adolescent 
virtues. 

The  Pine  Tree  Patrol.  The  pine  tree  duty  roster — 
How  to  launch  a  Scout  program. 

X.   Semaphore  Signaling  in  Five  Lessons 143 

General  Suggestions. 
Lesson  One. 
Lesson  Two. 
Lesson  Three. 
Lesson  Four. 
Lesson  Five. 

XI.   Origin   and   Meaning   of   the   Camp   Fire   Girls' 

Movement 157 

The  economic  responsibility  of  woman — Laying  the 
foundations  of  womanhood — Guidance  from  within — 
The  social  reenforcement  of  ideals — Building  up  an 
action  system — The  proper  use  of  symbols — Group 
loyalty  a  practical  necessity. 

XII.   Camp  Fire  Girls  Under  Church  Auspices 167 

Camp  fire  and  the  church  school — Slogan,  watch- 
word, ranks,  honors — Some  typical  honors  which 
Camp  Fire  Girls  win — Publications — Policy  concern- 
ing religion — How  to  use  the  specialized  programs 

XIII.  Dramatic  Play  in  Church  and  Church  School 179 

The  Recreational  Use  of  Dramatics.  Organize  a  dramatic 
club — Dramatization  in  the  church  school. 
The  Children's  Chautauqua.    Some  guiding  principles. 
Source  Materials. 


CONTENTS 


SECTION  II 

SOURCE  MATERIALS  FOR  USE  BY  THE  CHURCH  AT 
PLAY 

CHAPTER  PAGE 

I.   "Ice-Breakers"  or  Social  Mixers 193 

I.  I,  Yes,  or  No.  2.  Autograph  Album.  3.  Paper 
Handshake.  4.  Musical  Mixer — a  la  Mode.  5.  Klon- 
dike. 6.  Alphabet  Mixer.  7.  Music  Hath  Charms. 
8.  Animal  Hunt.  9.  Matching  Advertisements.  10. 
Matching  Proverbs.  11.  Zipp-Zapp.  12.  Animal 
Partners.  13.  Something  to  Do.  14.  Ribbon  Part- 
ners.   15.  Grand  March  Figures.    16.  Eye  Survey. 

II.  Children's  Games 203 

17.  Aeroplane  Race.  18.  Japanese  Tag.  19.  Chinese 
Wall.  20.  Obstacle  Race.  21.  Pom  Pom  Pull  Away. 
22.  Poison.  23.  Button,  Button.  24.  Slap  Jack.  25. 
Jacob  and  Rachel.  26.  Drop  the  Handkerchief.  27. 
Nuts  in  May.  28.  Puss  in  the  Comer.  29.  All-Up 
Relay  Race.  30.  Potato  Race.  31.  Spin  the  Platter. 
32.  Cobbler,  Cobbler,  Mend  My  Shoe.  33.  Baste  the 
Beetle  (Bear).  34.  Two  Deep.  35.  Trades  (New 
Orleans).  36.  Blind  Man's  BufT  With  Wand.  37.  Oats, 
Peas,  Beans,  and  Barley  Grow.  38.  Farmer  in  the 
Dell.  39.  The  Mulberry  Bush.  40.  Did  You  Ever 
See  a  Lassie?  41.  Itiskit,  Itasket.  42.  London  Bridge. 

III.  Stunts  and  Tricks 227 

43.  Athletic  Meet.  44.  Cracker  Relay.  45.  Land  of 
Departed  Spirits.  46.  The  Hindoo  Magician.  47. 
Magic  Answers.  48.  Handless  Boxing  Contest.  49. 
Digits.  50.  Crossed  Fingers.  51.  Striking  a  Coin. 
52.  Lobster  Race.  53.  Hiordle  Race.  54.  Wand  Twist. 
55.  Hanker  Throw.  56.  Tug  of  War.  57.  Rooster 
Fight.  58.  Chinese  Get-Up.  59.  Catch  Penny.  60. 
Say  Jack  Homer.  61.  Stand  Umbrella.  62.  Kiddie 
Car  Race.  63.  Fold  the  Arms.  64.  Forfeits.  65.  Fat 
Lady — ^Thin  Lady.    66.  Gestures  by  Proxy. 


IV.  Active  Indoor  Games 241 

67.  Rainy  Day  Relay.  68.  Jolly  is  the  Miller.  69. 
Guess  Who?  70.  Maze-marching.  71.  Jerusalem.  72. 
Fruit  Basket.  73.  "Merry-Go-Round."  74.  Popularity. 
75.  Train.  76.  Peanut  Pass.  77.  Slap  Tag.  78.  Alpha- 
bet Game.     79.  Blanket  Guess.     80.  Chair  Relay. 


CONTENTS 


CHAPTER  PAGE 

V.  Quiet  Indoor  Games 251 

81.  Anagram  Contest.  82.  Buzz — Fizz.  83.  The 
Minister's  Ford.  84.  Garage.  85.  Up,  Jenkins.  86. 
Revealing  Spirits  Move.  87.  Memory  Contest.  88. 
Progressive  Stunts.  89.  Beast,  Bird,  Fish,  Furniture, 
Flowers,  etc.  90.  O,  Smile!  91.  What's  Your  City? 
92.  Singing  Proverbs.  93.  Poor  Pussy.  94.  Ghosts. 
95.  Scouting  for  Words.  96.  Peanut  Tossing.  97. 
Football  Jenkins.  98.  Dramatic  Posing.  99.  The 
Drama  of  Poky  Hunter.     100.  Artistry. 

VI.  Outdoor  Games 265 

loi.  Streets  and  Alleys  (sometimes  called  "Maze 
Tag").  102.  Three  Deep.  103.  Black  and  White  (some- 
times called  "Day  and  Night").  104.  Western  Potato 
Race.  105.  Handkerchief  Tag.  106.  Back-to-Back 
Relay.  107.  Rooster  Fight.  108.  Arch-Ball.  109. 
Club-Hustle  Relay,  no.  Dodge  Ball.  1 1 1.  Last  Couple 
Out.  112.  Pop  Ball.  113.  Rabbit  in  a  Hole.  114. 
Duck  on  a  Rock.  115.  Garden  Scamp.  116.  Fox  and 
Geese. 

Vn.  Pencil  and  Paper  Games 277 

117.  Magazine  Editor.  118.  Telegrams.  119.  Sculp- 
tured Figures.  120.  State  Directory.  121.  Penny 
Wise.  122.  Newspaper.  123.  Extempore  Lecture  Con- 
test. 124.  Progressive  Poetry.  125.  Mirror  Tracing. 
126.  The  Story  Told.  127.  Spring  Millinery.  128. 
Baby  Picture  Show.  129.  Victrola  Contest.  130. 
"Pat"ent  Questions. 

VHL   Songs 287 

131.  Style  All  the  While!  132.  Prairie  Flower.  133. 
You're  a  Friend  of  Mine.  134.  Old  MacDonald  Had 
a  Farm.  135.  It  Isn't  Any  Trouble.  136.  Howdy  Do? 
137.  To-day  is  Monday.  138.  Ain't  What  It  Used  to 
Be.  139.  The  Worst  Is  Yet  to  Come.  140.  Old  Maid. 
141.  Shine  To-night.  142.  The  Last  Rose  of  Summer. 
143.  What  Makes  Moo  Cow  Moo?  144.  Rheumatiz. 
145.  Song  of  the  States.  146.  Why  Don't  It  Rain  on 
Me?  147.  Row,  Row,  Row  Your  Boat.  148,  John 
Brown's  Baby.    149.  Siamese  National  Air. 


301 


IX.  TuRis  Games 

150.  Norwegian  Mountain  March.  151.  Indian  Sun 
Dance.  152.  The  Flowers  that  Bloom  in  the  Spring. 
153.  Shoemaker.    154.  Weave  the  Wadmal. 

Bibliography 313 


PREFACE 

In  a  rapidly  increasing  number  of  churches  there 
are  being  appointed  committees  or  directors  of  social 
and  recreational  life.  In  the  larger  churches  the  director 
serves  as  a  full-time,  paid  worker.  But  among  the 
vast  majority  of  churches  such  leadership  will  be  fur- 
nished either  by  the  pastor  himself  or  by  volunteer 
workers  serving  under  his  supervision. 

In  either  case,  there  is  imperative  need  of  a  manual 
containing  two  kinds  of  materials.  First,  a  brief,  prac- 
tical statement  of  the  principles  and  methods  of  social 
and  recreational  leadership  that  are  consistent  with  the 
ideals  of  the  church.  Second,  source  materials  of  nine 
distinct  types,  namely,  (i)  "Ice  Breakers,"  (2)  Chil- 
dren's games,  (3)  Active  indoor  games,  (4)  Quiet  indoor 
games,  (5)  Outdoor  games,  (6)  Stunts  and  tricks,  (7) 
Pencil  and  paper  games,  (8)  Songs,  (9)  "Turis"  games, 
and  (10)  Programs  for  special  occasions. 

For  several  years  the  author  has  given  courses  in 
this  subject  in  Boston  and  in  Northwestern  Universities. 
Supervised  practice  or  demonstration  work  has  been 
carefully  carried  on.  The  students  who  have  specialized 
in  this  field  have  been  of  very  great  service  in  dis- 
covering materials  and  in  adapting  them  to  use  in  the 
church.  In  preparing  this  handbook  the  writer  has 
had  in  mind  the  needs  of  these  former  students,  many 
of  whom  are  now  holding  important  positions  on  the 
staffs  of  well  organized  churches,  and  of  all  other  per- 
sons who  feel  the  challenge  of  using  leisure  time,  under 
church  auspices,  for  character- building  purposes. 

9 


lo  PREFACE 

The  modern  church,  with  its  complex  and  highly 
organized  program,  is  demanding  a  staff  of  specialists. 
The  burden  is  too  heavy  for  the  pastor,  alone,  to  carry. 
But  where  financial  resources  are  limited,  volunteer 
leaders  must  be  trained.  This  manual  may  be  used  as 
a  textbook  for  the  training  of  recreational  leaders  who 
are  now  in  service  or  who  are  soon  to  take  up  definite 
responsibility. 

The  author  is  under  special  obligation  to  the  Play- 
ground and  Recreation  Association  of  America  and  to 
Community  Service,  Inc.,  for  valuable  assistance  and 
for  permission  to  use  materials  contained  in  several 
of  their  publications,  chiefly,  What  Can  We  Do?  Pioneer- 
ing for  Play,  Rural  and  Small  Community  Recreation, 
and  Fun  for  Everybody.  Directors  of  recreational  and 
social  life  will  find  it  to  their  advantage  to  avail  them- 
selves of  the  great  fund  of  reliable  resources  available 
in  these  organizations.  Two  stunts  included  in  the 
source  materials  are  adaptations  of  suggestions  taken 
from  Miss  Betzner's  Special  Parties  and  Stunts,  pub- 
lished by  the  Bureau  of  Social  Education  of  the  National 
Board  of  the  Y.  W.  C.  A. 

The  Bureau  of  Education  of  the  Government  of  the 
Philippine  Islands  very  kindly  granted  permission  to 
use  materials  included  in  England's  Physical  Education. 
This  manual  for  teachers  is  an  invaluable  fund  of  scien- 
tifically selected  and  organized  materials. 

The  cooperation  of  Miss  Edna  Geister  in  the  work 
done  at  Northwestern  is  reflected  in  both  source  ma- 
terials and  methods. 

The  educational  interest  of  Saul  Brothers,  Chicago 
Publishers  of  Folk  Games  and  Gymnastic  Plays,  Folk 
Games  of  Denmark  and  Sweden,  Old  English  and 
American   Games,    and    other    valuable    collections   of 


PREFACE  II 

rhythmic  games  has  been  shown  in  their  granting 
permission  to  use  materials  selected  from  their  publi- 
cations. Directors  of  recreation  who  desire  to  appeal 
to  the  rhythmic  impulse  will  find  these  books  invaluable. 

Mr.  H.  Ross  Bunce,  Director  of  Recreation,  Oak 
Park,  Illinois,  has  supplied  from  his  large  store  of  orig- 
inal material  some  games  that  reflect  his  creative  genius 
and  loyalty  to  the  ideals  of  the  church. 

Three  or  four  games  have  been  included  which  are 
adaptations  of  games  found  in  Harbin's  Phunology. 

In  several  instances  it  has  been  impossible  to  trace 
the  origin  or  origins  of  games  used  in  the  source  ma- 
terials section.  There  are  many  popular  games  and 
plays  which  are  found  with  several  different  variations 
and  the  most  diligent  search  does  not  reveal  the  sources 
from  which  they  sprang. 

In  the  first  section  the  author  has  endeavored  to 
present  in  brief,  practical  form  the  principles  and  methods 
of  social  and  recreational  leadership  through  which  the 
church  can  increase  its  spiritual  power.  In  the  second 
section  will  be  found  one  hundred  and  fifty-four  carefully 
selected  games,  plays,  stunts,  songs,  tricks,  and  "turis" 
games.  These  are  sufficient  to  illustrate  the  kinds  of 
materials  that  are  suitable  and  to  help  the  recreational 
leader  to  standardize  his  play  ideals.  Additional  source 
material  can  be  found  in  the  bibliography  included  at 
the  close  of  this  section. 

Norman  E.  Richardson. 
Northwestern  University. 


SECTION  I 

PRINCIPLES   AND    METHODS    OF 
RECREATIONAL  LEADERSHIP 

I.  The  Church  and  Its  Recreational  Program. 

II.  Supervised  Play,  a  Modem  Necessity. 

III.  The  Nature  and  Meaning  of  Play. 

IV.  Play  Motives  and  Interests. 
V.  Principles  of  Play  Supervision. 

VI.   The  Art  of  Play  Supervision. 
VII.   Community  Aspects  of  Recreational  Leadership. 
VIII.    Good  Times  for  Children. 
IX.   Scouting  Under  Church  Auspices. 
X.   Semaphore  Signaling  in  Five  Lessons. 
XI.   Origin   and   Meaning   of   the   Camp   Fire   Girls' 

Movement. 
XII.   Camp  Fire  Girls  Under  Church  Auspices. 
XIII.   Dramatic  Play  in  Church  and  Church  School. 


CHAPTER  I 

THE  CHURCH  AND  ITS  RECREATIONAL 
PROGRAM 

Church  Membership  Facilitated  Through  Play 
The  art  of  achieving  church  membership. 
Friendliness  and  church  efficiency. 

The  Conservation  of  the  Surplus 
Surplus  time. 
Surplus  wealth. 
Stirplus  energy. 

Leisure-Time  Activities  as  Spiritual  Assets 
Leisure  as  a  factor  in  advancing  civilization. 
The  challenge  of  leisure. 


The  nation's  use  of  its  leisure  is  the  test  of  its  civilization.   There 
can  be  no  Christian  civilization  without  the  Christian  use  of  leisure. 


CHAPTER  I 

THE  CHURCH  AND  ITS  RECREATIONAL 
PROGRAM 

Why  does  the  church  need  to  concern  itself  with 
recreation?  Is  it  not  trying  to  mix  oil  and  water  when 
it  undertakes  to  coach  a  baseball  team  and  lead  a  prayer 
meeting?  During  the  centuries  now  gone,  this  vener- 
able institution  has  always  been  grave  in  its  demeanor. 

The  attitude  of  the  more  alert  and  progressive 
churches  toward  the  subject  of  recreation  is  suggested 
by  the  following  responsive  service  used  in  the  dedica- 
tion of  the  new  gymnasium  of  Saint  Paul's  Methodist 
Episcopal  Church,  Cedar  Rapids,  Iowa: 

For  the  entertainment  of  our  children  and  youth  in 
healthful  games  and  sports  under  wholesome  Chris- 
tian influences, 

We  dedicate  this  gymnasium. 

For  the  development  of  strong  bodies,  clear  brains, 
and  clean  morals, 

We  dedicate  this  gjnnnasivmi. 

For  the  training  of  our  yoimg  people  to  win  victories 
without  boasting  and  to  accept  defeat  without 
chagrin, 

We  dedicate  this  gymnasium. 

For  the  training  of  our  young  people  in  self-control, 
in  cooperation,  in  team  work,  that  in  all  life  we  may 
help  one  another,  and  be  workers  together  with  God, 

17 


i8  THE  CHURCH  AT  PLAY 

We  dedicate  this  gymnasium. 

For  the  development  of  strong,  healthy,  cheerfiil,  well- 
rounded,  vigorous  Christian  lives, 

We  dedicate  this  gymnasiimi. 

For  the  glory  of  God,  and  the  exalting  of  Jesus  Christ 
in  all  the  life  of  our  young  people, 

We  dedicate  this  temple. 

What  has  happened  that  it  should  now  turn  gay?  What 
are  the  reasons  for  expecting  the  church  of  to-day  to 
be  no  less  interested  in  its  doctrines  and  sacraments 
but  increasingly  concerned  with  leisure-time  activities? 

V  There  are  three  answers  to  this  question.  First, 
through  supervised  play  activities  there  is  created  an 
atmosphere  of  friendliness  in  which  the  people  who 
are  nominal  or  prospective  church  members  can  more 
easily  achieve  real  membership.  Second,  the  amount 
of  surplus  time,  wealth,  and  energy  is  rapidly  increasing 
and  needs  to  be  conserved.    Aimless  or  misguided  recre- 

1^  ation  is  morally  hazardous.  Third,  it  is  largely  through 
the  proper  use  of  leisure  that  the  Kingdom  of  God  will 
be  realized.  For  every  vocational  leader  there  are 
scores  of  avocational  workers. 

CHURCH  MEMBERSHIP  FACILITATED  THROUGH  PLAY 

There  are  multitudes  of  young  people  and  adults 
who  have  never  learned  how  to  achieve  real,  vital 
membership  in  any  religious  organization.  Their  so- 
cial education  has  been  neglected.  They  have  not  mas- 
tered the  art  of  making  places  for  themselves  in  a  social 
group.  Giving  devout  and  sincere  assent  to  the  mem- 
bership covenant  does  not  always  result  in  one's  becom- 
ing a  lively,  influential  member  of  the  new  organization. 


RECREATIONAL   PROGRAM  19 

A  church  membership  that  is  socially  vital  is  an  achieve- 
ment. The  total  membership  of  too  many  churches 
consists  of  a  few  willing  and  overworked  members 
together  with  a  broad  fringe  of  unassimilated  folks. 

The  art  of  achieving  church  membership. — The  art 
of  achieving  church  membership,  on  its  social  side,  is 
not  unlike  that  of  achieving  working  relationships 
within  any  other  social  organization.  Committee  work 
resembles  team  play  in  many  particulars.  The  one 
who  has  never  learned  how  to  play  any  game  can  hardly 
be  expected  to  "play  the  game"  with  all  the  other 
members  of  a  church  that  is  "putting  across"  a  courage- 
ous program.  Criticism,  boasting,  fear,  selfish  ambition, 
chagrin,  misunderstanding,  and  suspicion  are  the  deadly 
enemies  of  group  unity  and  power.  Friendliness,  loyalty, 
courtesy,  trustworthiness,  and  team  spirit  among  its 
members  help  to  make  a  church  an  irresistible  force 
for  righteousness.  The  art  of  achieving  church  member- 
ship includes  the  cultivation  of  these  latter  attitudes 
and  skill  in  giving  expression  to  them. 

Friendliness  and  church  efficiency. — When  church 
people  really  play  together  they  cannot  help  becoming 
better  friends.^  When  the  members  of  a  local  church 
are  all  good  friends  they  work  together  with  greater 
efficiency  and  their  services  of  common  worship  are 
more  spiritual.  //  is  because  of  the  fact  that  leisure-time 
activities  can  he  used  as  a  means  to  realize  good  fellowship 
among  its  ?nembers,  that  the  church  faces  the  moral  respon- 
sibility of  supervising  its  social  and  recreational  as  well 
as  its  religious  life.  Adults,  as  well  as  young  people, 
are  benefited  by  a  well-planned  and  supervised  play 
program. 


'  See  Recreation  as  a  Function  of  the  Church,  Playground  and  Recreation  Asso- 
ciation, New  York  City. 


20        THE  CHURCH  AT  PLAY 


THE  CONSERVATION  OF  THE  SURPLUS 

Spare  time,  spare  money,  spare  energy!  These  three 
factors  in  American  life  suggest  another  reason  why 
the  church  should  have  a  recreational  program.  It 
is  because  these  items  loom  larger  and  larger  with  the 
passing  of  the  years,  and  because  the  moral  tone  of 
society  reflects  increasingly  the  ideals  that  find  expres- 
sion in  leisure-time  and  surplus-energy  activities,  that 
the  church  is  forced  to  give  serious  consideration  to 
the  subject  of  the  people's  play.  There  is  more  spare 
time,  more  spare  money,  and  more  spare  energy  now 
than  ever  before. 

Surplus  time. — ^A  nation-wide  movement  in  the 
interest  of  shorter  hours  of  labor  is  profoundly  influ- 
encing practically  every  trade  and  profession.  Little 
by  little  the  number  of  work  hours  per  week  has  been 
decreased.  The  eight-hour  day  obtains  in  all  govern- 
ment offices.  The  amount  of  human  effort  necessary 
to  operate  a  farm  has  been  and  is  being  greatly  reduced. 
In  several  types  of  occupations,  where  the  strain  is 
intense,  the  number  of  work  hours  per  day  has  been 
reduced  to  seven,  or  even  six.  Students  of  the  subject 
have  expressed  the  conviction  that  if  the  world's  work 
were  properly  organized,  distributed,  and  motivated, 
it  could  aU  be  done  on  the  basis  of  a  four-hour  work 
day.  If  every  one  would  work,  and  work  to  the  best 
advantage,  the  hours  spent  in  toil  would  be  almost 
incredibly  reduced.  This  movement  of  shortening  the 
hours  of  labor  has  not  yet  spent  itself.  The  amount 
of  surplus  time  is  sure  to  increase.^ 

But  to  shorten  the  hours  of  labor  does  not  decrease 
the  number  of  hours  in  a  day.    There  are  still  twenty- 

iSee  article  "The  Iron  Man,"  Atlantic  Monthly,  October,  1921. 


RECREATIONAL  PROGRAM  21 

four.  It  does  mean  that  larger  and  larger  portions  of 
time  are  left  free  from  any  definitely  required  types 
of  activity.  Where  there  is  no  knowledge  of  what  to  do 
with  this  surplus  time,  and  no  program  furnished  by 
those  who  do  know,  the  danger  is  that  it  will  be  spent  in 
loafing  and  other  forms  of  morally  degrading  idleness. 
If  an  individual  knows  only  how  to  work,  to  sleep,  and 
to  eat,  he  is  at  a  loss  to  know  what  to  do  when  an  occa- 
sion arises  in  which  none  of  these  are  required  or  possi- 
ble. A  certain  manufacturer  who  adopted  an  eight-hour 
instead  of  a  ten-hour  day  discovered,  later,  that  some 
of  his  men,  not  knowing  what  else  to  do,  hired  them- 
selves out  to  other  employers  for  the  extra  two  hours. 

Any  large  portion  of  time  spent  in  mere  physical 
and  mental  inactivity  is  mentally  and  morally  detri- 
mental. "An  idle  brain  is  the  devil's  workshop."  "Satan 
findeth  mischief  still  for  idle  hands  to  do."  It  is  a 
well-established  law  of  life  that  idleness  leads  to  list- 
lessness,  apathy,  and  indifference.  It  saps  one's  vitaUty. 
It  leads  to  personal  softness  and  disintegration.  The 
boys  and  young  men  who  are  loafing  around  the  street 
corners  and  pool-rooms  in  almost  every  village,  town, 
and  city  are  the  ones  who  are  especially  apt  to  get  into 
some  form  of  delinquency.  An  empty  mind  yields 
readily  to  evil  suggestions.  The  one  method  of  meeting 
this  nation-wide  condition  is  to  train  people  to  engage 
in  profitable  leisure-time  occupations.  Recreation  can 
be  used  as  a  means  of  redeeming  surplus  time.  It  is 
the  one  trustworthy  antidote  to  the  increasingly  prev- 
alent laissez-faire  attitude  of  many  who  have  time  on 
their  hands  and  do  not  know  what  to  do  with  it. 

Surplus  wealth. — ^The  rapid  increase  in  the  per 
capita  wealth  of  the  nation  creates  a  problem  as  serious 
as  that  of  the  increase  of  surplus  time.     People  are 


22  THE  CHURCH  AT  PLAY 

handling  more  money  than  ever  before.  The  United 
States  has  become  the  great  creditor  nation  of  the 
world.  In  191 8,  the  total  income  for  the  nation  was 
$61,000,000,000  or  $2,900  for  each  of  our  21,000,000 
families.  The  income  of  the  ordinary  well-to-do  family 
is  about  $2,500.  In  1919  the  total  deposits  in  the  sav- 
ings banks  was  $5,906,082,000.  During  the  year  1920 
there  were  9,118,000  automobiles  registered  in  the 
United  States.  In  some  States,  forty-three  per  cent  of 
the  owners  of  farms  have  leased  them  and  have  moved 
to  the  larger  centers  of  population.  American  stenog- 
raphers and  clerks  wear  more  costly  clothes  than  do 
some  of  the  landed  gentry  of  Europe.  The  world's 
greatest  market  for  luxuries  is  the  United  States. 

There  is  so  much  money  on  hand  that  the  govern- 
ment has  taken  up  seriously  the  matter  of  teaching 
all  the  children  in  the  pubhc  schools  what  to  do  with 
it.  In  the  more  intelligent  and  progressive  communities 
training  in  thrift  is  a  regular  part  of  the  public-school 
curriculum.  Thrift  week  is  rapidly  becoming  a  national 
institution,  for  adults  as  well  as  children  need  this 
training.    Wealth  is  not  earnings.    It  is  savings. 

In  1920  the  people  of  the  United  States  spent 
$750,000,000  for  cosmetics,  perfumes,  and  face  powder. 
This  amount  is  fifty  per  cent  more  than  the  total  perma- 
nent endowment  of  all  private  colleges  and  universities 
in  the  country.  The  government  returns  on  luxury 
taxes  indicate  that  in  one  year  $600,000,000  was  spent 
for  ice  cream  and  soft  drinks;  $800,000,000  for  cigar- 
ettes; $800,000,000  for  tobacco  and  snuff;  $510,000,000 
for  cigars;  $500,000,000  for  jewehy;  and  $300,000,000 
for  furs. 

Misspent  money  is  as  dangerous,  morally,  as  mis- 
spent time.    The  way  a  person  spends  his  spare  money 


RECREATIONAL  PROGRAM  23 

helps  to  make  or  mar  his  character.  It  is  an  index  to 
what  he  really  is.  Increased  power  to  earn  should  be 
accompanied  by  better  understanding  of  how  to  care 
for  earnings.  The  possession  of  money  that  is  not 
needed  for  the  necessities  of  life  increases  the  possible 
harm  of  surplus  time.  It  greatly  increases  the  need 
of  recreational  guidance. 

The  possession  of  playthings — whether  they  are 
three-for-a-cent  marbles  or  fifty-thousand-dollar  yachts 
— stimulates  the  play  impulse.  The  appearance  of  a  new 
baseball  bat  or  glove  among  a  gang  of  boys  is  sure  to 
quicken  interest  in  the  game.  Recklessness  and  extrav- 
agance in  the  buying  of  play  things  and  in  taking  care 
of  them  after  they  have  been  bought  has  done  much 
to  counteract  the  influence  of  the  church.  It  has  created 
one  of  the  acute  problems  in  the  further  Christianizing 
of  our  society.  In  present  conditions,  the  church  is 
under  obligation  to  teach  its  members  how  to  use  their 
surplus  money. 

The  following  facts  will  suggest  the  enormous  amount 
of  money  being  spent  on  commercialized  amusements. 
The  gate  receipts  of  one  of  the  world's  series  of  base- 
ball games  was  more  than  $500,000.  The  cost  of  the 
baseball  parks  owned  by  the  sixteen  major  leagues  is 
approximately  $10,000,000.  The  annual  receipts  of  the 
movies  in  the  United  States  is  estimated  to  be  $850,- 
000,000.  One  hundred  thousand  young  people  every 
week  are  ta,ught  to  dance  in  Manhattan  Borough. 
The  seating  capacity  of  the  University  of  Illinois  stadium 
is  75,000.  More  than  2,000,000  Americans  play  pool 
daily.  Nearly  13,000,000  attend  the  movies  daily.  In 
the  Kansas  City  survey  of  commercial  recreation  it 
was  estimated  that  the  immoral  types  of  recreation 
cost  $1,900,000  annually.    One  play  in  a  Chicago  theater 


24  THE  CHURCH  AT  PLAY 

ran  for  over  600  consecutive  performances  with  a  total 
attendance  of  180,000. 

Surplus  energy. — ^As  a  result  of  the  modern  system 
of  formal  education,  individuals  have  gained  greater 
control  over  themselves  and  their  environment.  There 
is  also  a  corresponding  decrease  in  the  prescribed  or 
required  kinds  of  work.  The  modern  system  of  educa- 
tion makes  it  possible  for  each  succeeding  generation 
to  stand  upon  the  shoulders  of  the  one  that  preceded  it. 
The  cultural,  industrial,  and  economic  values  of  the 
past  are  carefully  gleaned,  organized,  and  socially 
transmitted  to  the  young.  Thus  each  new  generation 
is  saved  from  the  embarrassments,  the  hardships,  and 
the  mistakes  of  those  who  have  gone  before.  There 
is  less  of  learning  by  the  trial  and  error  method.  The 
struggles  and  hardships  of  life  are  being  constantly  reduced 
in  number  and  intensity.  Greater  power  to  control 
circimistances  is  achieved.  Surplus  energy  is  thus 
being  released.  All  of  one's  physical  and  mental  re- 
sources are  no  longer  needed  in  the  struggle  for 
existence.  The  present  generation  does  not  have  to 
spend  all  of  its  energy  in  work. 

The  result  is  that  human  life  is  now  lived  under  more 
favorable  conditions.  Ease  is  enjoyed.  Less  and  less  of 
the  old  hardihood  is  needed.  But  all  of  this  means  that 
there  is  real  danger  that  the  outlook  upon  life  is  being 
softened.  A  recent  cartoon  showed  a  youthful  farmer 
sitting  under  a  canopy,  with  gloves  on  his  hands,  driv- 
ing a  tractor.  He  was  plowing  four  times  as  rapidly  as 
his  grandfather  ever  did.  He  was  planning  after  the 
day's  "work"  to  get  some  exercise  in  the  farm  gym- 
nasium. 

Freed  from  the  burdens  of  hardship  and  of  toil,  the 
human  mind  and  muscles  find  expression  in  ways  that 


RECREATIONAL  PROGRAM  25 

are  more  spontaneous.  There  is  a  glow  and  an 
enthusiasm  noticeable  in  the  life  of  civilized  man  which 
is  not  seen,  in  the  same  degree,  among  savages  and 
barbarians.  There  is  less  of  fear  and  more  of  happiness; 
less  of  restraint  and  more  of  freedom  and  joy.  Types 
of  activity  suited  to  this  new  mental  condition  must  be 
provided  by  those  who  are  responsible  for  the  preparation 
of  children  and  youth  for  life  under  modern  conditions. 
Leisure-time  activities  will  have  an  increasingly  large 
place  in  the  lives  of  all  people.  The  institutions  that 
provide  leisure-time  activities  are  bound  to  receive 
larger  and  larger  patronage. 

LEISURE-TIME  ACTIVITIES  AS  SPIRITUAL  ASSETS 

The  conservation  of  leisure  is  the  last  great  problem 
of  a  Christian  civilization.  The  permanency  of  Chris- 
tian or  any  other  form  of  civilization  is  directly  depen- 
dent upon  its  ability  to  use  its  leisure  for  morally  con- 
structive purposes.  To  create  leisure  involves  the  re- 
sponsibility of  making  it  a  spiritual  asset.  The  society 
that  furnishes  people  wdth  surplus  time,  money,  and 
energy  must  also  fortify  them  against  the  temptations 
which  these  involve. 

Leisure  as  a  factor  in  advancing  civilization.^ — 
It  is  leisure  that  has  made  possible  the  most  permanent 
and  valuable  contributions  to  advancing  civilization. 
If  all  of  a  man's  time  and  energy  is  consumed  in  securing 
food,  shelter,  and  protection,  the  bare  necessities  of 
physical  existence,  there  is  nothing  which  he  can  achieve 
that  will  add  to  the  permanent  cultural  inheritance  of 
the  race.    It  is  only  through  the  use  of  leisure  that 


'  Collier,  Leisure  Time,  the  Last  Problem  of  Conservation,  Playground  and  Recrea- 
tion Association,  New  York,  1912. 


26  THE  CHURCH  AT  PLAY 

anything  can  be  added  to  the  aesthetic,  literary,  or 
institutional  welfare  of  the  passing  generations.  The 
savage  adds  but  little  to  the  cultural  possessions  of  the 
race. 

Egypt  made  its  permanent  contribution  to  advancing 
civilization,  but  this  contribution  was  made  possible 
through  the  maintenance  of  a  system  of  slavery.  Cer- 
tain favored  Egyptians  were  relieved  of  the  hard  toil 
necessary  in  securing  food  and  clothing.  Hence  they 
could  use  their  time  in  planning  temples,  in  creating 
literature,  and  in  perfecting  works  of  art. 

It  is  a  fact  now  universally  recognized,  that  to  use  a 
system  of  slavery  for  the  purpose  of  securing  a  leisure 
class  is  a  sin  against  civilization  itself  even  though  the 
leisure  thus  secured  is  used  for  the  benefit  of  society. 
The  fact  that  some  permanent  benefits  were  derived 
from  this  iniquitous  system  does  not  justify  the  system. 
Slavery  tends  to  crush  out  those  very  impulses  through 
which  the  abundant  and  free  life  is  achieved.  Human- 
ity had  to  learn  through  a  very  costly  and  painful 
experiment  a  better  method  of  setting  their  choicest 
members  apart  from  ordinary  toil  that  their  talents 
might  produce  art,  literature,  music,  and  other  perma- 
nent gifts  to  the  human  race. 

The  Greeks'  contribution  to  civilization  was  likewise 
made  on  the  basis  of  slavery.  Here,  again,  certain 
favored  individuals  who  owned  slaves  were  set  aside 
from  ordinary  toil  and  were  given  an  opportunity  to 
develop  Hterary  ability,  to  work  creatively  in  the  realms 
of  sculpture,  painting,  philosophy,  and  architecture. 
Without  the  use  of  slaves  Greece  could  never  have 
made  this  permanent  and  invaluable  enrichment  of 
those  ideals  and  achievements  which  have  entered  into 
what  is  called  civilization. 


RECREATIONAL  PROGRAM  27 

Rome,  with  her  imperialistic  outlook  and  military 
power,  brought  untold  numbers  of  slaves  to  Italy, 
Roman  citizens,  generally,  were  men  of  leisure.  They 
could  use  their  minds  and  talents  and  strength  very 
largely  according  to  their  own  unfettered  desires.  Rome 
made  a  characteristic  contribution  to  the  abiding 
welfare  of  the  world,  but  the  majority  of  her  citizens 
did  not  know  how  properly  to  use  their  leisure.  It  was 
largely  because  of  the  misuse  of  this  great  gift  that  social 
disease  and  decay  set  in.  The  Coliseum  is  an  impressive 
monument  to  a  fallen  civilization — to  a  civilization  that 
never  learned  how  properly  to  conserve,  its  surplus 
time,  money,  and  energy. 

The  challenge  of  leisure. — The  task  of  training  the 
present  generation  how  to  use  its  leisure  is  one  of  the 
outstanding  problems  of  educational  and  religious 
leaders.  It  is  an  undertaking,  the  magnitude  of  which 
cannot  readily  be  encompassed  even  by  the  most  active 
imagination.  No  generation  in  the  history  of  the  race 
has  had  as  much  free  time  placed  at  its  disposal.  No 
former  generation  has  been  left  as  free  from  prescribed 
toil.  None  has  had  as  much  money,  time,  and  energy 
to  place  at  the  service  of  the  church.  Resting  down 
upon  a  system  of  mechanical,  labor-saving  devices,  the 
human  race  is  now  enjoying  the  greatest  amount  of 
leisure  that  the  world  has  yet  seen.  Multitudes  of  people 
are  now  set  aside  either  to  make  permanent  contributions 
to  this  nominally  Christian  civilization  or  to  lay  the  foun- 
dations for  the  most  tragic  and  gigantic  moral  catastrophe 
that  history  has  yet  recorded. 

This  subject  of  play  has  come  to  be  one  of  the  most 
serious  matters  which  the  church  can  possibly  take  into 
consideration.  Every  institution  interested  in  the 
future  welfare  of  modern  society,  but  particularly  the 


28  THE  CHURCH  AT  PLAY 

church,  must  face  the  question  how  to  provide  for  the 
constructive  and  safe  use  of  leisure  time  and  resources. 
The  children  of  the  new  generation  must  be  taught  how 
to  play.  They  need  avocational  guidance.  They  cannot 
be  left  to  themselves  to  discover  and  make  use  of  suit- 
able forms  of  recreation. 

The  call  for  a  program  of  leisure-time  activities 
supervised  by  the  church  is  based  upon  some  of  the  most 
significant  facts  in  modern  civilization.  There  is  need 
of  creating  the  conditions  in  which  vital  membership 
can  readily  be  achieved.  The  church  faces  a  challenge 
to  save  whole  areas  of  human  life,  both  within  and 
without  its  constituency,  from  moral  disintegration  and 
decay.  It  is  a  challenge  to  prevent  the  spread  of  morally 
and  mentally  damaging  idleness.  It  is  the  challenge  of 
billions  of  misused  money. 

To  accept  this  challenge  is  not  to  undertake  to  mix 
oil  and  water.  It  is  an  undertaking  that  involves  saving 
the  lost.  Defective  or  partial  church  memberships  need 
to  be  reclaimed.  Lost  time  needs  to  be  saved.  Lost 
money  needs  to  be  saved.  Lost  energy  needs  to  be  saved. 
In  helping  to  save  aU  these,  the  church  is  meeting  one 
of  the  most  pressing  of  human  needs. 

The  writer  was  recently  called  upon  to  preach,  Sun- 
day morning,  in  a  certain  church  situated  on  a  main 
thoroughfare.  There  were  ninety-four  persons  in  the 
Sunday  morning  congregation.  During  the  time  that 
the  Sunday  school  and  preaching  services  were  being 
held,  two  and  one-half  hours,  there  were  four  thousand 
three  hundred  automobiles  that  passed  the  church.  The 
passengers  would  have  made  a  congregation  of  sixteen 
thousand!  The  money  spent  by  these  good  people  on 
that  one  day  would  have  provided  for  the  budget  of 
that  church  for  four  years!    Their  leisure  time  and 


RECREATIONAL  PROGRAM  29 

energy  would  have  carried  on  the  program  of  that 
church  for  five  years!  Leisure  is  the  church's  great 
undeveloped  resource. 

How  can  the  church  capture  and  use  for  Christ  the 
spare  time,  money,  and  energy  of  America? 


CHAPTER  II 

SUPERVISED  PLAY,  A  MODERN  NECESSITY 

The  Strain  of  Modern  Work 
The  use  of  labor-saving  machines. 
Specialization. 

The  Intensity  of  Modern  Life 
Congestion  of  interests. 
Resulting  nervous  disorders. 
Artificialities  in  present-day  living. 

The  Back-to-Nature  Movement 
The  popularity  of  camping,  and  other  forms  of  out- 
door activity. 

But  it  seems  very  evident  that  not  occupation,  not  work,  but  the 
things  which  are  done  when  not  working  oftenest  cause  disorders 
of  the  mind  and  nerves.  Hence  it  follows  that  as  our  labor  leaders 
and  legislators  are  gradually  shortening  the  hours  of  work,  and 
lengthening  those  available  for  recreation,  it  is  most  essential  that 
wise  provision  be  made  for  this  leisure.— CAar/es  L.  Dana,  M.D. 


CHAPTER  II 

SUPERVISED  PLAY,  A  MODERN  NECESSITY 

The  supervision  of  leisure-time  activities  has  come  to 
be  a  practical  necessity.  Neglect  of  this  important 
function  has  cost  the  church  and  society  the  service  of 
multitudes  of  useful  members,  The  only  way  to  pre- 
vent some  people  from  becoming  the  victims  of  perma- 
nently injurious  influences  is  to  inspire  and  direct  their 
recreational  activities. 

THE  STRAIN  OF  MODERN  WORK 

In  addition  to  the  increase  of  surplus  time,  money, 
and  energy,  the  conditions  under  which  people  are 
living  and,  especially,  in  which  they  do  their  work, 
suggest  the  need  of  ample  provision  for  properly  super- 
vised recreation.  The  strain  of  modern  work  rests  down 
upon  narrower  areas  of  mind  and  muscle  than  ever 
before.  Periods  of  excessive  strain  and  anxiety  are 
frequently  encountered.  Living  conditions  are  increas- 
ingly artificial  and  precarious.  Power  of  relaxation 
commensurate  with  the  power  of  concentration  or 
sustained  attention  has  come  to  be  a  necessary  part  of 
one's  training  for  life  under  twentieth-century  condi- 
tions. In  order  to  carry  one's  share  of  the  world's  work, 
one  needs  to  enjoy  a  fair  share  of  the  world's  play. 

The  use  of  labor-saving  machines. — This  is  a  me- 
chanical age.  The  economic  motive  has  reenforced  the 
natural  ingenuity  and  inventiveness  of  the  present 
generation.   The  high  cost  of  labor  has  been  a  powerful 

33 


34  THE  CHURCH  AT  PLAY 

incentive  to  create  labor-saving  devices.  Likewise,  the 
universal  principles  of  competition  have  led  men  every- 
where to  seek  increased  power  of  production  through 
the  use  of  machines,  factory  systems,  and  productivity 
schedules.  Costly  printing  presses  and  automobiles  are 
sent  to  the  scrap-heap  long  before  they  are  worn  out 
because  of  the  improvements  that  are  constantly  being 
made.  They  become  old  before  their  time.  In  almost 
every  kind  of  manufacture  machines  are  prematurely 
set  aside  because  of  the  new  models  that  appear. 

The  mechanical  operations  of  these  labor-saving 
devices  are  coming  to  be  increasingly  specialized  and 
delicate.  Work  that  used  to  be  done  only  by  the  human 
hand  is  now  being  accomplished  by  the  deft  and  delicate 
touch  of  machinery.  Mr.  Thomas  A.  Edison  is  credited 
with  the  remark  that  the  time  will  come  when  we  shall 
have  a  machine  so  marvelously  constructed  that  it  will 
be  capable  of  receiving  live  sheep  into  one  end,  and  out 
of  the  other  end  will  come  men's  ready-to-wear  clothing, 
button  holes  all  worked  and  buttons  attached.  This 
may  be  a  long  look  into  the  future.  It  is  in  the  direction 
of  present  tendencies. 

But  there  is  another  aspect  of  this  significant  fact. 
Human  labor  is  becoming  increasingly  mechanical.  The 
world's  work  is  being  done  more  and  more  by  men  and 
women  who  are  asked  simply  to  suppletnent  the  work  of 
cold,  unfeeling,  tireless  machines.  The  human  body  is 
chained  to  the  speed  and  accuracy  of  machines  that  have 
no  souls,  whose  endurance  is  that  of  steel,  and  whose  energy 
does  not  come  and  go,  rhythmically,  as  does  that  of  the 
human  body.  Furthermore,  all  types  of  work  are  be- 
coming more  and  more  highly  restricted  and  specialized. 
Consequently,  the  strain  rests  down  upon  smaller  and 
smaller  areas  of  the  nervous  or  muscular  system  of  the 


PLAY  A  MODERN  NECESSITY  35 

human  operator.  Work  becomes  less  human  as  it  be- 
comes more  mechanical.  Even  the  laborer's  body  tends 
to  take  on  such  shape  as  rounds  out  or  complements 
that  of  his  mechanical  partner. 

In  former  times  a  wagon-maker,  for  instance,  was 
engaged  in  highly  varied  and  interesting  types  of  work. 
He  assembled  the  rough  stock,  gave  it  proper  shape, 
fitted  the  parts  together,  and  finally,  at  the  climax  of 
his  interest  and  endeavor,  painted  the  wagon  and 
placed  it  out  on  the  floor  of  the  shop — for  sale.  During 
the  process  he  used  many  different  sets  of  muscles  and 
his  interest  passed  from  one  part  of  the  process  to 
another.  The  climax  of  personal  interest  and  delight 
came  as  he  viewed  the  finished  product. 

A  modern  wagon-maker  stands  in  front  of  a  machine. 
He  changes  his  position  and  posture  but  slightly.  The 
use  of  his  arms  and  shoulders  is  greatly  restricted. 
He  does  just  one  small  part  of  the  work  necessary  to 
make  a  wagon.  Standing  close  to  a  machine,  he  reaches 
out  with  one  hand  and  grasps  a  spoke,  pushes  the  end 
of  it  into  the  rapidly  revolving  cutting  tool  that  forms 
a  little  peg  at  the  end  which  reaches  up  into  the  felly. 
He  draws  the  bit  of  wood  thus  shaped  out  of  the  ma- 
chine and  lays  it  down  on  another  bench.  Day  after 
day,  and  week  after  week,  this  simple,  uninteresting, 
monotonous  round  of  toil  is  forced  upon  him.  He 
never  touches  the  completed  wagon.  He  knows  little 
about  the  other  parts  of  it.  Interest  has  no  spur.  There 
is  little  that  appeals  to  his  imagination  or  his  pride. 
He  uses  only  a  small  fraction  of  the  muscles  and  brain 
which  his  grandfather  used  while  making  wagons  by 
hand.    He  tends  to  become  as  inhuman  as  his  work. 

This  modern  wagon-maker's  need  of  recreation  is 
infinitely   greater   than   was   that   of   his  predecessor. 


36  THE  CHURCH  AT  PLAY 

Unless  he  has  the  benefits  of  suitable  play  his  body 
actually  takes  on  the  form  and  character  corresponding 
to  that  of  the  machine  which  he  operates.  It  is  possi- 
ble for  a  trained  supervisor  of  modern  labor  to  stand 
at  the  doors  of  some  factories  and,  as  the  laborers  come 
forth  after  the  day's  work,  point  out  the  type  of  machine 
which  each  has  been  operating.  The  personal  carnage, 
the  shape  of  the  hand,  the  position  of  the  shoulders,  all 
tell  the  story,  to  the  discerning  mind,  of  how  a  human  body 
has  become  permanently  adjusted  to  its  iron  companion 
and  colaborer. 

But  these  misshapen  bodies  are  symbols  of  misshapen 
minds.  It  is  easy  for  the  modern  laborer  to  lose  interest 
in  wide  areas  of  human  values  that  lie  just  outside  of 
his  field.  Prejudices  are  easily  turned  into  wrong  chan- 
nels. Ignorance  and  class  hatred  are  insidious  foes 
which  he  is  poorly  equipped  to  encounter.  His  will 
p^wer  is  weakened,  his  sympathies  narrowed.  His 
mental  processes  come  to  resemble  the  treadmill  move- 
ments of  a  machine. 

In  the  interest  of  the  integrity  of  the  bodies  and 
minds  of  these  modern  toilers,  various  forms  of  recrea- 
tion have  come  to  be  a  practical  necessity.  The  uniised 
muscles  must  not  be  permitted  to  atrophy  through 
lack  of  use,  nor  should  the  various  powers  of  the  niind- 
be  lost  forever  because  they  are  not  needed  in  the  new 
ways  of  earning  a  living.  New  sources  of  interest, 
of  effort,  and  of  happiness  need  to  be  discovered.  Con- 
tacts with  Hfe  must  be  multiplied.  Life  is  more  than 
toil  and  under  these  modern  conditions,  the  demands 
of  life  cannot  be  satisfied  without  definitely  planned 
activities  which  intelHgently  supplement  these  highly 
specialized  and  mechanical  forms  of  work.  With  the  in- 
creasing use  of  labor-saving  machinery  there  must  be  pro- 


PLAY  A  MODERN  NECESSITY  37 

moted  an  enlarged  and  suitable  program  of  leisure-time 
activities.  Otherwise  the  physical,  mental  and  moral  in- 
tegrity of  multitudes  of  laborers  will  be  endangered. 

Specialization. — It  is  not  only  the  introduction  and 
use  of  machinery  that  has  stimulated  the  tendency 
toward  specialization  in  carrying  on  the  world's  work. 
Highly  organized  and  systematized  methods  of  com- 
merce and  industry  of  every  kind  have  profoundly 
influenced  human  life.  In  business  and  the  professions, 
in  social  and  educational  fields  of  endeavor,  it  is  the 
specialist  who  is  the  man  of  the  hour. 

But  the  specialist  is  a  man  who  is  apt  to  forget  some 
of  the  larger,  more  practical  and  general  interests  of 
life.  His  energy  is  confined  within  a  narrow  channel. 
He  becomes  farther  and  farther  removed  from  the 
main  current  of  human  interest  and  endeavor.  He 
needs  points  of  contact  outside  of  his  particular  field 
of  specialization.  That  is  to  say,  he  needs  to  develop 
avocational  as  well  as  vocational  interests.  Only  thus 
can  he  conserve  and  have  ready  for  use  some  of  the 
most  valuable  assets  with  which  nature  has  endowed 
his  personality. 

The  man  who  is  able  to  converse  easily  and  intelli- 
gently upon  no  subject  other  than  that  of  his  pro- 
fession, who  must  either  "talk  shop"  on  every  occasion 
or  else  say  nothing,  is  heavily  handicapped.  The  indi- 
vidual who  knows  how  to  meet  people  only  profession- 
ally is  sure  to  meet  with  frequent  embarrassment.  The 
highest  professional  skill  is  often  accompanied  with 
outrageous  manners.  Rudeness  and  stupidity  in  making 
social  contacts  cause  the  professional  downfall  of  many 
an  otherwise  capable  person.  The  hours  spent  by  the 
specialist  in  social  recreation  are  not  lost. 


38  THE  CHURCH  AT  PLAY 


THE  INTENSITY  OF  MODERN  LIFE 

The  inhabitant  of  a  typical  New  England  village 
one  hundred  and  fifty  years  ago  lived  a  life  of  mental 
ease  and  quietude.  The  gossip  of  the  villagers  and 
the  meager  reports  of  unusual  happenings  that  found 
their  belated  way  into  the  neighborhood  did  little  to 
quicken  his  mental  activity  or  his  heart  action.  His 
gleaning  of  world  news  was  pitifully  small.  He  dwelt 
apart  from  any  reported  mass  of  heated  currents  of 
conflicting  interests,  for  no  one  had  yet  discovered  how 
to  collect  it  and  jam  it  together  in  the  form  of  a  cos- 
mopolitan daily  newspaper. 

Congestion  of  interests. — But  now  this  villager  has 
his  daily  which  puts  him  into  direct  and  immediate 
touch  with  thrilling  current  happenings  all  over  the 
world.  He  is  informed  that  his  telephone  makes  it 
possible  for  hitn  to  call  anyone,  anywhere,  and  at  any 
time.  Suddenly  he  discovers,  however,  that  anybody, 
anywhere,  can  reach  him  at  any  time,  day  or  night. 
The  first  time  he  receives  a  telegram  or  a  special 
delivery  letter  his  momentary  anxiety  is  quite  notice- 
able. Unconsciously,  however,  and  with  all  his  con- 
temporaries, he  has  moved  farther  and  farther  away 
from  native  tranquiUity  into  a  mode  of  life  charac- 
terized by  strain,  turmoil,  and  intensity.  He  is  placed 
at  the  center  of  a  network  of  wires  and  other  channels 
of  communication  between  himself  and  countless  multi- 
tudes of  busy,  nervous  people.  The  number  of  his 
personal  adjustments  is  increased  beyond  measure. 
His  reactions  must  be  more  rapid,  numerous,  and 
accurate.    They  use  up  more  vitality. 

A  manufacturing  concern  interested  in  new  devices 
for  bookkeeping  has  perfected  a  desk  which  makes  it 


PLAY  A  MODERN  NECESSITY  39 

possible  for  a  bookkeeper,  without  leaving  her  seat, 
to  reach  out  and  touch  cards  on  which  are  kept  the 
records  of  forty  thousand  open  accounts.  This  modern 
bookkeeper  enters  a  desk  in  the  form  of  a  hollow  square 
and  for  eight  hours  is  called  upon  to  take  account  of 
business  transactions  in  every  part  of  the  country.  It 
is  not  strange  that  at  the  close  of  the  day  she  is  ner- 
vously exhausted,  perhaps  irritable  or  mentally  de- 
pressed. Furthermore,  the  work  of  the  day  creates 
for  her  an  interest  in  the  newspaper  accounts  of  hap- 
penings in  every  State  of  the  Union.  Though  fatigued, 
she  must  keep  up  with  the  news  as  well  as  with  a  fre- 
quently excessive  number  of  social  engagements. 

Resulting  nervous  disorders. — As  a  result  of  the 
greatly  increased  intensity  of  life,  the  prevalence  of 
various  kinds  of  nervous  disorders  and  breakdowns  is 
a  matter  of  common  observation.  The  demand  for 
specialists  in  the  treatment  of  nervous  diseases  has 
greatly  increased.  Discoveries  are  ever  being  made 
of  new_typea_ijf  Juaclianal-defects  of  the  nervous  sys- 
tem. Formerly  a  physician  could  ask  his  patients  to 
discontinue  their  work  and  remain  quietly  at  home 
for  a  week  or  a  month  while  prescribed  remedies  were 
administered.  But  now  he  must  cure  them  while  they 
continue  to  carry  full  responsibility.  Various  forms  of  mel- 
ancholia, hysteria,  indigestion,  and  lack  of  self-control 
come  as  a  direct  result  of  unrelieved  or  excessive  concen- 
tration of  interest,  of  attention,  of  nervous  strain.  In  1880 
there  were  40,942  individuals  in  hospitals,  being  treated 
for  mental  diseases.    In  1918  the  number  was  239,820. 

With  the  power  of  concentration  necessary  to  meet 
these  modern  conditions  there  must  be  developed  a 
corresponding  power  of  relaxation.  There  is  a  Hmit 
to  the  strain  which  the  nervous  system  can  endure. 


40  THE  CHURCH  AT  PLAY 

Unless  the  tension  is  relieved  at  times  disastrous  results 
are  inevitable.  Frequently  the  mind  needs  to  find  an 
entirely  new  environment  which  is  suggestive  of  ease, 
quiet,  and  repose,  from  which  the  tension  has  been 
removed  and  where  freedom  and  rest  are  possible.  To 
know  how,  at  times,  to  "wear  the  world  like  a  loose 
garment"  has  come  to  be  a  necessary  part  of  one's 
preparation  for  living  under  twentieth-century  condi- 
tions. Leisure-time  activities  must  bring  their  message 
of  re-creation. 

Artificiality  in  present-day  living.^ — Civilization  is 
gradually  moving  away  from  primitive  interests  and 
modes  of  life.  The  migration  to  the  great  centers  of 
population  and  the  jamming  of  people  into  apartment 
houses  has  placed  multitudes  of  people  into  living 
conditions  which  are  biologically  new  in  the  history  of 
the  race.  The  human  eye,  in  the  ages  now  gone,  was 
accustomed  to  react  to  the  light  of  the  sun,  the  moon, 
the  stars,  and  the  flashes  of  Hghtning.  It  was  never 
called  upon  to  adjust  itself  to  a  penetrating,  powerful, 
unceasing  incandescent  light.  The  food  which  is  pre- 
pared in  the  modern  restaurant  or  which  comes  com- 
mercially prepared  into  the  city  home  calls  for  adapta- 
tions on  the  part  of  the  digestive  systems  which,  for 
the  most  part,  are  entirely  new  in  the  history  of  man- 
kind. Nor  does  the  novelty  of  modern  ways  of  living 
always  add  to  one's  comfort.  The  artificially  heated 
apartments,  the  dust  and  noise  of  city  streets,  the 
printed  page  with  its  enforced  eye  strain,  the  theater 
and  motion  picture  are  all  artificial  when  studied  in  the 
light  of  man's  physical  inheritance.  The  death  toll 
from  tuberculosis  in  the  United  States  is  four  hundred 
and  eighty  per  day. 

1  Compare  Ross,  Principles  of  Sociology,  Chap.  LII. 


PLAY  A  MODERN  NECESSITY  41 


THE  BACK-TO-NATURE  MOVEMENT 

In  these  facts  may  be  found  an  explanation  of  the 
popularity  of  those  programs  of  activity  which  take 
the  individual  back  to  the  simple  Hfe.  The  forest, 
lake,  mountain,  and  the  marked  trail  are  making  stronger 
and  stronger  appeals  to  those  who  feel  the  strain  of 
the  man-made  world.  The  farther  one  gets  from  nature 
in  the  everyday  affairs  of  life  the  greater  is  the  need 
of  getting  back  to  nature  whenever  opportunity  is 
afforded.  Meat  that  is  roasted  by  the  open  out-of- 
doors  fire,  or  vegetables  that  are  cooked  near  the  glow- 
ing embers  of  the  camp  fire,  are  a  welcome  substitute 
for  the  caimed  goods  with  which  the  market  is  flooded. 
The  camp  program  is  a  welcome  relief  from  train 
schedules  and  time  clocks.  The  greater  the  artificiality 
of  life,  the  greater  is  the  need  of  getting  back,  at  times, 
to  primitive  conditions. 

The  popularity  of  camping  and  other  forms  of 
outdoor  activity. — In  the  year  1920  there  were  291 
camps  conducted  under  the  auspices  of  the  Boy  Scouts 
of  America.  Their  capacity  was  25,775  boys.  In  the 
following  year,  192 1,  the  number  of  camps  was  322 
and  their  capacity  was  30,704.  During  the  first  twelve 
years  of  the  history  of  this  movement  1,665,400  copies 
of  the  Boy  Scout  Handbook  have  been  sold.  And  this 
organization  is  but  one  of  many,  such  as  Camp  Fire 
Girls  and  the  Woodcraft  League,  that  stress  out-door 
activities.  In  19 19  seventeen  American  cities  voted 
$13,510,000  in  bond  issues  for  recreation  and  play 
purposes. 

One  day  a  group  of  city  folks  came  to  call  upon  some 
friends  at  their  summer  home  near  the  seashore.  Jn 
preparing  the  dinner  the  host  dug  in  the  sand  a  hole 


\ 


42  THE  CHURCH  AT  PLAY 

eighteen  inches  deep  and  three  feet  across.  This  he 
filled  with  dry,  hard  wood  which  was  burned,  leaving 
a  good  bed  of  coals.  On  top  of  these  coals  he  placed 
a  number  of  stones  (one  for  each  person)  each  having 
one  flat  surface  at  least  six  inches  square.  Fresh  wood 
was  then  piled  upon  the  stones  and  the  fire  kept  burn- 
ing for  two  hours. 

When  dinner  time  arrived  each  guest  was  asked  to 
sit  down  upon  the  sand  and  was  supplied  with  a  very 
hot  rock.  Each  rock  was  so  placed  as  to  leave  the 
flat  surface  up  and  ahnost  level. 

Then  pieces  of  suet  about  one  and  a  half  inches  square 
were  passed  around  and  were  used  to  rub  over  the  flat 
surfaces  of  the  rocks,  thus  making  them  perfectly  clean. 
Sterilization  had  taken  place  in  the  fire. 

To  each  guest  was  then  given  a  piece  of  steak  and  a 
fork  with  instructions  to  place  the  meat  near  the  lower 
edge  of  the  flat  surface.  While  each  piece  of  steak  was 
broiling,  strips  of  bacon  were  placed  above  it  so  that 
the  juices  of  the  bacon  would  trickle  down  under  and 
around  it.  Steak  cooks  quickly  in  this  way  and  each 
guest  was  made  responsible  for  his  own  piece.  He  could 
see  it  cooked  rare  or  well  done  according  to  his  own 
taste. 

Sliced  onions  might  have  been  fried  on  the  rock 
between  the  steak  and  the  bacon. 

After  the  meat  had  been  removed  to  a  plate,  bread 
and  butter  sandwiches  were  toasted  on  the  rocks  im- 
mediately and  before  the  juices  of  the  meat  had  dis- 
appeared. 

And  how  those  city  folks  ate! 

The  church  that  is  interested  in  the  whole  life  of  its 
people  cannot  fail  to  take  into  account  the  trying 
conditions  under  which  many  of  them  live  and  work. 


PLAY  A  MODERN  NECESSITY  43 

Multitudes  of  men  and  women  exist  under  such  conditions 
as  to  make  it  physically  and  mentally  impossible  for  them 
to  respond  to  the  gospel  message  of  the  abundant  life  unless 
that  gospel  message  conies  to  them  in  the  form  of  oppor- 
tunities for  recreation  as  well  as  in  the  form  of  a  challenge 
for  self-sacrificing  service.  The  ministry  of  the  modern 
church  must  include  a  ministry  of  healing  through  play. 
Nor  is  this  merely  a  challenge  to  increase  efficiency  in 
doing  the  world's  work.  There  is  need  of  creating 
conditions  in  which  people  can  retain  the  hope,  the  faith, 
the  love  which  was  theirs  before  they  were  caught  in 
the  mesh  of  the  modern  world's  work  and  care. 


CHAPTER  III 

THE  NATURE  AND  MEANING  OF  PLAY 

Five  Notable  Theories 
The  surplus-energy  theory. 
The  re-creation  theory. 
The  practice  theory. 
The  recapitulation  theory. 
The  spontaneous  attitude  theory. 

The  Essential  Meaning  of  Play 
A  definition  of  play. 

Amusement  and  recreation  are  the  very  things  that  make  ovt 
working  hours  profitable.  He  who  carves  so  steadily  that  he  has 
no  time  to  sharpen  his  knife,  works  with  dull  tools  and  cannot  make 
much  headway. — Henry  Ward  Beecher. 


CHAPTER  III 

THE  NATURE  AND  MEANING  OF  PLAY 

Leisure-time  activities  are  usually  play  activities. 
When  the  heavy  hand  of  necessity  is  withdrawn  and 
man  is  free  to  follow  his  own  spontaneous  impulses,  he 
will  engage  in  some  form  of  play  unless,  of  course,  he 
is  in  a  state  of  complete  fatigue.  But  just  how  he  will 
play  depends  upon  his  native  and  acquired  play  in- 
terests, and  the  conditions  in  the  midst  of  which  he 
finds  himself.  To  know  the  nature  and  meaning  of  play 
is  one  of  the  first  requisites  in  the  training  of  one  who  is 
to  act  as  the  director  of  social  and  recreational  activities. 

FIVE  NOTABLE  THEORIES^ 

There  is  no  perfect  agreement  among  authorities 
concerning  what  play  really  is  and  what  it  does  for  the 
individual.  Five  notable  attempts  to  explain  its  nature 
and  meaning  have  been  made.  To  understand  these 
theories  is  to  have  an  intelligent  approach  to  practically 
all  of  the  literature  on  this  subject. 

The  surplus-energy  theory. — ^According  to  this 
point  of  view,  "play  can  be  explained  physiologically  as 
due  to  the  increase  of  surplus  energy  which  is  not  needed 
to  fulfill  the  ends  of  existence  and  tends  to  act  along 
the  lines  of  imitation  of  actions  important  to  the  wel- 
fare of  the  animal."  ^ 

In  order  to  sustain  life  it  is  necessary  for  man  to  have 

1  This  summary  of  the  Uterature  on  Play  follows  essentially  the  outline  of  Miss 
M.  J.  Reavey's  doctorate  thesis,  The  Psychology  of  the  Organized  Group,  published 
in  the  British  Journal  of  Psychology,  1916. 

»  This  view  is  held  by  Schiller,  Spencer,  Colozza,  Gutsmuth  (1796). 

47 


48  THE  CHURCH  AT  PLAY 

food,  clothing,  and  shelter.  But  if  he  is  to  eat  and 
enjoy  suitable  clothing  and  shelter  he  must  work,  or 
someone  else  must  work  for  him.  Every  individual  who 
is  dependent  upon  himself  faces  two  alternatives:  he 
must  either  work,  putting  forth  effort  guided  by  an 
idea  of  need,  of  duty,  or  of  necessity,  or  else  maintain 
an  effortless,  aimless  existence  with  its  attendant  misery 
and  want. 

But  with  the  advancing  civilization,  knowledge  of 
scientific  ways  of  getting  work  done,  and  especially 
with  the  increased  power  of  production  and  control  over 
the  circumstances  of  life  that  are  achieved  through 
education,  the  burden  of  necessary  toil  is  carried  with 
less  and  less  of  effort.  The  more  intelligent  and  skillful 
the  individual  becomes,  the  less  onerous  is  his  burden 
of  toil.  The  iron  necessities  of  life  are  less  rigorous, 
they  consume  less  time  and  strength. 

"Nature  has  indeed  granted  even  the  creature  devoid 
of  reason  more  than  the  mere  necessities  of  existence 
and  into  the  darkness  of  animal  hfe  has  allowed  a  gleam 
of  freedom  to  penetrate  here  and  there.  When  hunger 
no  longer  torments  the  lion  and  no  beast  of  prey  appears 
for  him  to  fight,  then  his  unemployed  powers  find 
another  outlet.  He  fills  the  wilderness  with  his  wild 
roars,  and  his  exuberant  strength  spends  itself  in  aim- 
less activity.  The  animal  works  when  some  want  is  the 
motive  for  his  activity,  and  plays  when  a  superabundance 
of  energy  forms  this  motive,  when  overflowing  life 
urges  him  to  action."  ^ 

The  higher  the  animal  in  the  biological  scale,  the 
greater  will  be  its  tendency  and  its  opportunity  to  play. 
In  these  higher  forms  of  life  the  young  are  more  depen- 
dent upon  their  parents,  and  the  parents  do  more  for 

1  Schiller,  Twenty-Seventh  Letter  on  /Esthetic  Education,  1794. 


NATURE  AND  MEANING  OF  PLAY        49 

their  offspring.  Hence,  according  to  this  theory,  imita- 
tion becomes  a  prominent  characteristic  of  play.  The 
play  of  the  offspring  can  be  used  as  a  measure  for 
determining  the  efficiency  and  elevation  of  parenthood. 
The  best  parents  have  the  greatest  guarding  and  nur- 
turing power  and  knowledge.  Their  children  have  the 
best  opportunities  for  play,  and  are  therefore  best 
prepared  to  meet  Ufe's  mature  responsibiHties. 

This  theory  calls  attention  to  two  important  factors. 
(i)  With  advancing  civilization  and  the  improvement  of 
education,  man  has  an  increasing  amount  of  surplus 
energy  which  is  not  needed  in  facing  the  bare,  hard 
necessities  of  life.  (2)  In  the  higher  forms  of  life,  parental 
care  leaves  the  children  free  from  arduous  toil.  As  a 
result  they  have  much  surplus  energy,  large  opportunity 
for  play,  and  play,  for  the  most  part,  is  imitative. 

The  re-creation  theory.^ — ^The  truth  upon  which 
this  theory  places  particular  emphasis  is  that  "when 
mental  and  physical  powers  are  sufficiently  tired,  man 
turns  to  play  to  recuperate."  Play  becomes  a  means 
of  relieving  the  tension  caused  by  prolonged  work  and 
of  reviving  the  jaded  muscles  and  nerves. 

Thus  play  is  not  merely  a  means  of  using  up  energy 
that  is  not  needed  in  work.  It  is  also  a  means  of  restor- 
ing the  powers  that  have  become  exhausted  in  meeting 
the  necessities  of  life.  In  thus  turning  to  play,  it  may 
not  be  necessary  to  take  up  an  activity  that  is  widely 
different  from  the  forms  of  work  that  led  to  fatigue. 
A  slight  change  of  conditions,  a  new  means  of  approach, 
a  modification  of  method,  or  a  new  aspect  of  the  same 
kind  of  work  may  introduce  sufficient  variety  to  make 
the  activity  different  and  hence,  recreative. 

Play,  then,  is  a  form  of  relaxation.    When  the  point 

1  The  chief  representatives  of  this  theory  are  Lazarus  and  Winch. 


50  THE  CHURCH  AT  PLAY 

of  too  great  fatigue  or  of  excessive  strain  is  reached  and 
further  work  is  impossible  without  discomfort  or  pain, 
interest  dies  down.  The  inner  supports  or  motives  of 
work  disappear.  Rest  becomes  necessary.  But  rest  does 
not  always  come  through  inactivity  or  sleep.  One  may 
be  resting  while  playfully  active.  The  strain  of  close 
intellectual  application  is  often  broken  by  a  good  story. 
How  spontaneously  the  farmhand  turns  to  a  good  base- 
ball game!  The  dull  tension  of  housework  is  broken  by 
a  party,  a  camping  trip,  or  an  entertainment.  The 
nature  of  one's  work  is  a  decisive  factor  in  determining 
what  kind  of  play  is  most  suitable  to  meet  one's  recrea- 
tional needs. 

The  surplus  energy  theory  explains  much  of  the  play 
of  children,  as  does  the  recreation  theory  that  of  young 
people  and  adults.  But  there  are  many  t3^es  of  play 
that  neither  explains.  Not  infrequently  the  play  impulse 
carries  one  beyond  the  point  of  fatigue.  And,  further- 
more, the  spirit  of  play  is  often  reflected  in  the  toil  for 
daily  bread.  It  is  an  artificial  classification  to  designate 
as  play  all  the  types  of  activity  not  needed  in  supplying 
the  necessities  of  Hfe.  People  do  not  always  begin  to  play 
as  soon  as  they  are  relieved  from  the  necessity  of  toil. 

The  practice  theory.^ — The  chief  advocates  of  this 
theory  bring  out  two  important  facts.  First,  that 
instincts  appear  or  ripen  before  they  are  required  in 
meeting  the  serious  demands  of  life.  Second,  that  play 
is  the  natural  means  of  preparing  the  individual  for 
future  living.  In  this  theory  the  emphasis  is  placed 
upon  instincts  and  development.  It  seeks  to  explain 
the  nature  of  those  inherited  tendencies  or  motives  that 
find  expression  in  play. 

'  The  outstanding  representatives  of  this  theory  are  Karl  Groos  and  William 
James. 


NATURE  AND  MEANING  OF  PLAY        51 

According  to  Groos,  there  is  much  play,  such  as  chas- 
ing and  lighting,  that  "cannot  be  explained  as  an 
imitation  of  the  more  serious  occupations  of  hfe." 
"The  most  powerful  and  elementary  forms  seem  to  be 
produced  by  the  action  of  a  strong  impulse,"  These 
innate  forces  often  carry  the  child  beyond  the  point  of 
exhaustion,  for  while  in  a  state  of  fatigue  all  that  is 
needed  for  some  children,  especially  young  boys,  to 
continue  their  play  is  a  slight  suggestion  or  an  attractive 
opportunity  to  continue  playing. 

The  nature  of  play  in  animals  is  often  suggestive  of 
this  practice  theory.  "The  young  of  goats,  though 
reared  in  the  city,  will  in  their  play  leap  high  in  the  air, 
learning  all  the  time  to  jump  from  crag  to  crag,  the 
natural  habitat  of  wild  goats."  "The  parent  lion  and 
tiger,  though  a  prisoner  in  the  menagerie,  still  teaches 
the  cub  ...  to  leap  from  imaginary  ambush  on  to 
the  back  of  imaginary  prey."  The  mother  rabbit  teaches 
the  young  ones  to  run  quickly  in  and  out  of  the  burrows 
or  incites  them  to  chase  each  other  through  thorn 
hedges.  It  is  through  the  frequent  and  varied  play 
experiences  that  animals  are  prepared  for  the  serious 
undertakings  of  life. 

According  to  this  theory,  the  more  complex  or  higher 
the  life,  the  more  need  there  is  of  play.  Play  must  be 
as  varied  as  life's  range  of  serious  interests.  In  all 
tjrpes  of  play  the  origin  is  instinctive.  In  animals  the 
simpler  and  fewer  instinctive  tendencies  need  little 
practice  to  fulfill  their  function.  But  with  man  the  case 
is  otherwise.  "The  period  of  youth  under  parental 
protection  is  the  period  during  which  his  instincts 
appear  and  are  modified  by  intelligent  action  to  fit  him 
for  future  life.  Play  is  the  agency  employed  to  develop 
these  crude  powers  and   to  modify   these  instinctive 


52  THE  CHURCH  AT  PLAY 

tendencies  by  the  action  of  intelligence  until  they  are 
fit  to  respond  to  his  ever-varying  environment.  In  fact, 
youth  is  an  adaptation  to  make  this  possible.  Children 
do  not  play  because  they  are  young,  but  they  are 
young  in  order  that  they  may  play."  ^ 

William  James  has  called  particular  attention  to  the 
need  of  practice  during  the  years  of  mental  plasticity. 
If  children  have  no  opportunity  to  play,  and  pass  through 
the  early  years  without  learning  how  to  play  ball,  skate, 
fish,  hunt,  or  camp  out,  they  will  probably  remain 
sedentary  in  their  habits  throughout  adulthood.  If, 
after  childhood  has  passed,  opportunities  should  be 
provided  to  learn  how  to  play,  interest  and  motive  and 
skiU  would  be  lacking.  The  opportunity  that  would 
have  filled  the  child  or  the  properly  trained  adult  with 
delight  is  ignored  or  looked  upon  as  a  distraction. 
Education  for  leisure  should  take  place  during  child- 
hood and  youth — the  time  of  greatest  plasticity. 

There  is  no  single  play  instinct,  but  various  instincts 
"appear  and  need  to  work  themselves  out  before  the 
real  necessity  for  them  arises."  Hence  these  tend 
toward  play  as  a  means  through  which  exercise  and 
training  are  realized.  "Thus  man,  by  this  system  of 
practice,  has  the  power  of  improving  his  inherited 
capacities  far  beyond  the  stage  of  the  most  perfect 
instinct."  It  is  not  only  practice  that  is  needed  but 
practice  at  that  time  of  life  when  habits  are  readily 
formed  and  spontaneous  interests  conserved. 

The  recapitulation  theory. — The  many  exponents  of 
this  theory — the  most  notable  of  whom  are  Hall,  James, 
Wundt,  Lee,  Gulick,  and  Archibald — hold  that  the 
cultural  epochs  of  the  race  are  reproduced  in  the  unfold- 


1  The  Psychology  of  the  Organized  Group  Game,  M.  J.  Reavey,  British  Journal  of 
Psychology,  monograph  supplement  No.  4,  p.  10. 


NATURE  AND  MEANING  OF  PLAY 


53 


ing  life  of  the  individual  child.  Play  not  only  serves 
as  a  means  of  preparation,  through  practice,  for  adult 
life  and  of  giving  inherited  dispositions  opportunities 
for  expression,  but  also  acts  as  a  stimulus  to  growth. 
Furthermore,  it  is  said  to  be  a  means  of  getting  rid  of 
those  inborn  tendencies  which  are  no  longer  needed 
and  would  be  harmful  in  the  present  conditions  of 
civilized  life,  if  not  allowed  to  work  themselves  off 
through  play.^ 

These  cultural  epochs  which  are  set  forth  as  being 
reflected  in  the  development  of  the  play  life  of  the 
individual  child  are 


Stages  of  Man's  Evolution 
Animal  Stage      Epoch  I. 

Savage  Stage      Epoch  II. 

Nomad  Stage      Epoch  III. 

Pastoral  Stage     Epoch  IV. 
Tribal  Stage        Epoch  V. 


Corresponding  Child's  Play 

Movement  and  imitative 
plays,  swinging,  climbing, 
digging. 

Hunting,  Simple  games  in- 
volving contests  such  as 
hide-and-seek,  touch  last, 
tag,  fox  and  geese,  etc. 

Adventurous  games,  simple 
competitive  games,  games 
of  skill,  keeping  pets,  col- 
lecting,imaginative  games. 

Gardening,  dolls,  construc- 
tion plays,  mechanical 
toys. 

Team  and  group  games. 


According  to  this  theory,  a  child's  development  is 
incomplete  unless  he  has  had  some  vital  experience  in 


1  Patrick,  The  Psychology  of  Football,  American  Journal  of  Psychology,  XIV, 
X903,  pp.  104-117. 


54  THE  CHURCH  AT  PLAY 

all  of  these  distinct  types  of  play  and  in  the  order  indi- 
cated. It  is  through  them  that  he  comes  into  full  reali- 
zation of  his  best  and  most  useful  self. 

The  spontaneous-attitude  theory. — ^According  to 
this  theory,  the  chief  characteristic  of  play  is  not  physi- 
cal but  mental.  Whenever  pleasurable  emotions  are 
dominant  the  individual  feels  like  playing.  If  the 
mind  is  joyful  and  the  corresponding  impulses  meet 
with  no  serious  obstruction  or  opposition  when  they 
express  themselves,  the  most  essential  characteristic  of 
play  is  present.  //  is  the  play  spirit  that  is  the  most 
important  single  factor  in  determining  the  true  nature 
of  play.  There  is  a  distinct  type  of  behavior  that  flows 
naturally  from  it.  Whenever  the  play  spirit  takes 
possession  of  the  mind  any  physical  or  mental  func- 
tion may  be  made  use  of  in  play.  Any  one  of  the  inborn 
tendencies,  such  as  pursuit,  flight,  concealment,  fight- 
ing, destruction,  curiosity,  imitation,  and  the  charac- 
teristic emotions  that  accompany  them  ma}'-  be  found 
in  play.  Anger,  fear,  embarrassment,  and  repugnance 
and  their  corresponding  acts,  by  their  very  nature, 
are  excluded. 

Merely  to  go  through  the  motions  of  play  without 
the  play  spirit  or  to  be  surrounded  by  suggestions  of 
play  and  not  feel  its  joyousness  is  to  fail  to  realize  the 
essential  quality  of  play.  To  attempt  to  play  from  a 
sense  of  duty  or  of  obligation  is  work.  Whenever 
complete  enlistment  is  lacking,  the  play  experience  is 
defective.  To  stimulate  and  conserve  the  play  spirit^  the 
spirit  of  joy,  is  tJie  first  law  of  recreational  leadership.  No 
chronic  grouch  or  pessimist  need  apply  for  this  position. 

Elizabeth  Barrett  Browning  showed  that  she  had  a 
clear  conception  of  the  nature  of  play  when  she  thus 
pictured  children  who  were  deprived  of  it: 


NATURE  AND  MEANING  OF  PLAY        55^ 

"Do  ye  hear  the  children  weeping,  O  my  brothers, 

Ere  the  sorrows  come  with  years? 
They  are  leaning  their  young  heads  against  their  mothers, 

And  that  cannot  stop  their  tears. 
The  young  lambs  are  bleating  in  the  meadows, 

The  young  birds  are  chirping  in  their  nest. 
The  young  fawns  are  playing  with  the  shadows. 

The  young  flowers  are  blowing  toward  the  west; 
But  the  young,  yotmg  children,  O  my  brothers, 

They  are  weeping,  bitterly; 
They  are  weeping  in  the  playtime  of  the  others. 

In  the  country  of  the  free." 

A  keen  observer  of  child  life,  noticing  the  forlorn 
figure  of  a  boy  being  robbed  of  his  boyhood,  made  the 
following  remark:  "What  sadder  sight  is  there  than 
a  child  without  a  childhood?  I  often  see  a  certain  blind 
man  grinding  a  little  hand  organ,  as  he  stands  by  the  ; 
hour  on  a  Philadelphia  curbstone.  Alongside  of  him 
stands  a  young  boy,  presumably  his  son,  who  is  there : 
just  to  take  care  of  the  sightless  man.  It  sometimes 
seems  to  the  observer  that  the  deprivation  of  that 
faithful  boy  is  even  more  pathetic  than  that  of  the 
afflicted  man.  The  boy  stands  with  nothing  to  call 
out  a  boy's  activities  and  interests.  His  life  is  all  care 
and  responsibility,  with  no  freedom,  no  activity.  .  .  . 
There  are  children  held  fast  in  shops  and  factories, 
and  children  held  fast  in  palatial  nurseries,  without 
companions,  without  a  real  child  life."  They  are  not 
happy;  therefore  they  cannot  play. 

The  child  who  has  been  deprived  of  play  can  say 
with  the  chronically  serious  Samuel  J.  Tilden,  "I  never 
had  any  childhood."  But  on  the  other  hand,  the  child 
or  youth  whose  tasks  are  performed  with  spontaneity, 
joy,  and  lively  interest  knows  that  expansion  of  the 


56  THE  CHURCH  AT  PLAY 

mind  and  heart  which  is  of  the  very  essence  of  play. 
Tasks  ordinarily  repellent  and  utterly  distasteful  can 
be  glorified  through  play,  as  in  the  case  "of  a  man  who 
wanted  a  stone  pile  thrown  into  a  ditch,  and  by  kindling 
a  fire  in  it  and  pretending  the  stones  were  buckets  of 
water,  the  heavy  and  long-shirked  job  was  done  by 
tired  boys  with  shouting  and  enthusiasm." 

THE  ESSENTIAL  MEANING  OF  PLAY 

From  these  five  theories  of  the  nature  of  play  it  is 
possible  to  construct  a  definition  that  will  serve  as  a 
guide  in  our  further  study.  To  be  able  to  recognize 
play  is  the  first  step  in  learning  how  to  awaken  and 
guide  the  play  impulses. 

A  definition  of  play. — The  word  "play"  is  used  to 
designate  that  type  of  behavior  or  experience,  whether 
active  or  passive,  that  is  in  accord  with  pleasurable  emo- 
tions. It  differs  from  work  or  drudgery  in  that  it  is  un- 
balked.  It  is  not  confronted  with  difficulties  or  obstacles 
that  are  too  hard  to  overcome.  The  chief  characteristics 
of  play  are  that  it  is  joyful,  is  interesting,  and  that  it 
involves  harmony  between  the  individual  and  his  environ- 
ment. It  is  most  apt  to  be  found  where  there  is  surplus 
energy  present  after  the  necessities  of  life  have  been  met. 
It  makes  use  of  both  inherited  and  acquired  interests. 
Among  children,  particularly,  it  is  largely  imitative. 
It  changes  with  the  changing  capacities  and  needs  of  the 
developing  life. 

I  The  child  at  play  is  an  interested  child.  Interest, 
fas  well  as  joy,  is  an  essential  factor  in  play.  It  is  "what 
matters."  It  marks  the  mind's  awareness  of  meanings 
and  values.  Of  course  it  makes  a  difference — a  vast 
difference — which  team  wins!  To  win  is  to  arrive. 
It  is  interest  in  the  play  or  the  game  that  awakens  the 


NATURE  AND  MEANING  OF  PLAY        57 

attitude  of  spontaneity  and  self-forgetfulness.  That 
which  is  interesting  appeals  to  one  as  being  worth 
while.  Real  play  is  the  most  serious  type  of  occupation 
of  which  a  child  or  youth  is  capable. 

Play  includes  those  types  of  activities  which  are 
taken  up  whole-heartedly.  Play  makes  possible  a  high 
degree  of  skill  just  because  it  makes  this  appeal  to  the 
whole  self.  In  play,  one's  reserves  are  immediately 
available.  Work  and  drudgery  may  be  carried  on  in 
a  slovenly  way — but  not  so  with  play.  In  play,  all 
faculties  are  alert  and  ready.  The  one  who  plays  feels 
the  joy  of  putting  forth  energy  in  favoring  circum- 
stances. His  whole  self  can  be  registered.  The  inspired 
poet  and  artist  and  the  one  who  is  caught  by  the  spirit 
of  play  are  all  in  the  same  class.  They  maintain  an 
attitude  of  self-abandon.  The  spirit  of  play  makes  it 
possible  to  lift  the  superhuman  load  or  to  reach  the 
point  of  inspiration.  To  bring  one's  whole  self  into 
play  is  to  achieve  one's  highest  productive  or  creative 
power. 


CHAPTER  IV 
PLAY  MOTIVES  AND  INTERESTS 

Motives  that  Find  Expression  in  Play 

1.  The  desire  for  free,  exuberant  self-expression. 

2.  The  desire  for  sensory  contacts. 

3.  Muscular  control. 

4.  Manipulation  and  construction. 

5.  Curiosity  or  exploration. 

6.  Delight  in  pleasant  surprise. 

7.  Sense  of  abode  or  home-feeling. 

8.  Hunting. 

9.  Fighting. 

10.  Bartering. 

11.  Collecting. 

12.  Rhythm. 

13.  The  nurturing  or  mother  instinct. 

14.  Dramatic  imitation. 

15.  Love  of  nature  and  the  out-of-doors. 

16.  Rivalry  or  competition. 

17.  Team-play  or  cooperation. 

18.  Adventure  or  the  desire  to  escape  the  commonplace. 

19.  Comradeship  or  partnership. 

Conditions  Affecting  Play 

Play  and  the  background  of  work. 
Play  limitations. 

We  stop  playing,  not  because  we  grow  old ;  we  grow  old  because 
we  stop  p\&ying.— Herbert  Spencer. 


CHAPTER  IV 

PLAY  MOTIVES  AND  INTERESTS 

After  twenty  years  of  active  service  as  a  director 
of  athletic,  social,  and  other  leisure-time  activities, 
Dr.  Luther  H.  Gulick  arrived  at  some  very  definite 
conclusions  concerning  the  nature  and  function  of  play. 
In  a  volume  published  after  his  death^  Dr.  Gulick  ex- 
pressed the  conviction  that  individuals  are  more  com- 
pletely revealed  in  their  play  than  in  any  other  circum- 
stances. If  we  want  to  know  what  a  child  or  youth 
really  is,  we  are  invited  to  watch  him  at  play.  The 
freedom  of  the  play  spirit  makes  self-revelation  more 
nearly  complete  than  does  the  strain  of  toil  or  the 
sense  of  responsibility. 

MOTIVES  THAT  FIND  EXPRESSION  IN  PLAY 

The  motives  that  find  expression  in  play  are  both 
inherited  and  acquired.  In  their  most  elementary 
form  they  lie  close  to  the  primary  forces  that  give 
character  to  human  conduct.  To  understand  play  is 
to  understand  life  and  to  be  able  to  direct  the  motives 
that  find  expression  in  play  is  to  be  able  permanently 
to  influence  character.  Thus,  in  the  truest  sense,  the 
director  of  recreational  activities  is  an  educator.  And 
to  do  his  best  work  he  needs  to  be  intelligently  familiar 
with  the  motives  which  are  inherited  and  which  deter- 
mine, to  a  large  degree,  the  nature  of  play  and  the 
sources  of  pleasure. 

The  native  or  instinctive  motives  that  find  expression 

>  A  Philosophy  of  Play,  1920,  Association  Press,  New  York. 

61 


62  THE  CHURCH  AT  PLAY 

in  play  are  numerous,  but,  for  practical  purposes,  they 
can  be  summarized  as  follows: 

1.  The  desire  for  free,  exuberant  self-expression. 
—Play,  at  times,  is  just  giving  expression  to  an  over- 
flowing spirit  of  joy.  It  is  like  letting  off  steam.  There 
is  a  superabundance  of  energy  which  cannot  be  re- 
strained. The  spirit  of  spontaneous,  hearty  self-expres- 
sion is  not  guided  by  any  particular  suggestion  as  to 
what  particular  game  to  play.  No  repression  is  felt. 
It  is  like  a  schoolboy  bursting  forth  from  the  classroom 
after  the  day's  work  is  over. 

2.  The  desire  for  sensory  contacts. — ^The  organs 
of  sense  perception  are  ever  hungry.  Direct  contacts 
with  things  that  can  be  felt,  heard,  tasted,  seen,  and 
smelled  pleasurably  are  a  distinct  form  of  play,  espe- 
cially during  the  earliest  years.  The  longing  for  such 
experience  gives  rise  to  many  games  such  as  "I  Spy," 
and  "Guess  What."  Suitable  sensory  stimuli  are  a 
source  of  pleasure. 

3.  Muscular  control. — In  all  ruiming,  climbing, 
jumping,  throwing,  striking,  and  dodging  games  there 
is  seen  this  delight  in  bringing  the  active  physical  self 
under  control.  Athletics  and  gymnastics  give  oppor- 
tunity for  the  expression  of  this  play  motive.  The 
power  to  correlate  the  larger  and  smaller  muscles  is 
necessary  in  playing  many  games  or  in  putting  on 
stunts  that  require  skill. 

4.  Manipulation  and  construction. — There  is  par- 
ticular pleasure  in  the  use  of  tools  that  supplement  the 
hands,  arms,  and  other  parts  of  the  body.  Building  or 
construction  is  a  distinct  form  of  play.  There  is  joy  in 
making  things.  All  children  are  builders  or  contractors 
in  embryo.  The  popularity  of  "Mechano"  and  "Erec- 
tor" toys  suggests  the  universality  of  this  appeal. 


PLAY  MOTIVES  AND  INTERESTS  63 

5.  Curiosity  or  exploration. — The  mind,  as  well  as 
the  organs  of  sense  perception,  is  incessantly  hungry  to 
find  out  about  things.  Investigating  causes,  hidden 
meanings,  and  distant  or  unknown  places  is  a  spon- 
taneous form  of  play  activity.  Conundrums,  charades, 
and  all  kinds  of  puzzles  appeal  to  this  motive. 

6.  Delight  in  pleasant  surprise. — To  have  one's 
search  or  suspense  come  suddenly  to  an  end  is  a  pleasing 
experience  provided  that  the  shock  is  not  too  severe. 
There  is  delight  in  sudden  discovery  or  in  any  mild 
experience  for  wliich  the  mind  was  not  prepared.  To 
come  suddenly  upon  a  situation  that  makes  an  instant 
appeal  to  one's  resources  is  to  experience  a  thrill  of 
delight.   This  is  play. 

7.  Sense  of  abode  or  home-feeling. — ^To  find  one- 
self in  the  midst  of  famiHar  surroundings  is  usually  a 
pleasing  experience.  Children  playing  house  give  expres- 
sion to  this  play  motive.  A  camp  or  lodge  in  the  woods 
satisfies  this  desire  for  abode.  For  some  persons  this  is 
the  most  satisfying  and  beneficial  form  of  play.  It  was 
this  desire  that  suggested  the  sentiment: 

"0  1  long  to  go  back 
To  that  tumble-down  shack." 

8.  Hunting. — ^This  inborn  tendency  can  find  joyous 
expression  through  the  use  of  gun,  fishing  rod,  camera, 
snare,  trap,  and  many  other  devices.  Many  chasing 
games  such  as  hide-and-seek  are  modified  forms  of 
hunting.  They  involve  exposure  and  retreat.  The 
desire  to  catch  and  to  escape  being  caught  is  a  substan- 
tial play  motive.^ 

9.  Fighting. — The  fighting  instinct  is  revealed  in 
wrestling,  boxing,  and  other  forms  of  direct  contacts  and 

*  Gulick,  A  Philosophy  of  Play,  Chap.  III. 


64  THE  CHURCH  AT  PLAY 

competition.  Teams  as  well  as  individuals  fight  in  play. 
Fighting  is  not  necessarily  malevolent;  it  may  be 
intense  and  yet  playful.  It  involves  the  use  of  one's 
resources  of  strength,  alertness,  and  endurance. 

10.  Bartering. — Children  playing  store  and  in  other 
ways  comparing  values  and  exchanging  property  give 
expression  to  one  of  the  strong,  native  play  motives. 
The  impulse  to  buy,  sell,  trade,  and  get  gain  is  reflected 
in  many  kinds  of  play. 

1 1 .  Collecting. — The  collecting  motive  appears  very 
early  in  life.  It  may  become  the  controlling  factor  in  the 
play  of  an  adult.  Whether  the  objects  collected  are 
birds'  eggs,  butterflies,  corks,  valuable  paintings,  rare 
books,  or  costly  tapestries,  the  primary  motive  is  the 
same.  Of  course  there  must  be  a  safe  place  where  the 
treasures  can  be  kept  and  in  which  they  can  be 
arranged  or  rearranged.    This  is  part  of  the  "game." 

12.  Rhjrthm. — Rhythmic  games  and  plays  almost 
without  number  reveal  the  presence  of  a  vital  play 
motive.  The  himian  body  and  mind  seem  to  be  attuned 
to  rhythm.  Ring  games,  song  games,  drama,  dancing, 
and  singing  are  ways  in  which  the  rhythmic  impulse 
finds  expression.  When  experience  is  not  irregular  but 
conforms  to  one's  sense  of  measure,  an  inborn  play 
motive  is  awakened.^ 

13.  The  nurturing  or  mother  instinct. — Compan- 
ionship with  pets,  playing  with  dolls,  and  the  care  of 
growing  things  broaden  finally  into  the  desire  to  foster 
life  and  to  protect  the  weak.  This  instinct  appears  early 
and  remains  through  life  a  determinant  of  many  forms 
of  play.  It  is  significant  that  many  athletic  teams  have 
mascots  of  one  kind  or  another. 

14.  Dramatic  imitation. — There  is  much  of  mimicry 

» Lee,  Play  in  Education,  Chap.  XX. 


PLAY  MOTIVES  AND  INTERESTS  65 

and  impersonation  in  play.  The  desire  for  self-display 
and  for  acting  a  part,  when  expressed  under  favorable 
conditions,  stimulates  the  spirit  of  play.  The  educative 
value  of  this  kind  of  play  is  now  universally  recognized. 
Both  children  and  grown-ups  like  to  pretend. 

15.  Love  of  nature  and  the  out-of-doors. — The 
love  of  the  out-of-doors  dominates  many  kinds  of 
play.  Camping,  hiking,  nature-study,  out-door  cooking, 
wood-craft,  boating,  swimming,  and  wading  suggest 
the  strength  of  this  motive.  The  human  mind  responds 
instinctively  to  the  elements  in  nature — water,  sky,  fire, 
forest,  mountain,  and  cave.^ 

16.  Rivalry  or  competition. — ^The  popularity  of 
competitive  games  suggests  the  strength  of  this  play 
motive.  Intensity  of  interest  and  effort  is  the  direct 
result  of  competition.  To  decide  who  is  the  best  player 
or  the  more  skillful  team  is  often  a  momentous  matter. 
The  champion  enjoys  universal  admiration. 

17.  Team  play  or  cooperation. — This  powerful  play 
motive  characterizes  the  play  of  young  children  but 
more  particularly  that  of  adolescents  and  adults.  To 
achieve  vital  membership  in  a  team  is  an  intensely 
socializing  experience.  The  capacity  for  group  or  gang 
loyalty  is  usually  developed  through  play.^ 

18.  Adventure  or  the  desire  to  escape  the  com- 
monplace.— There  is  an  instinctive  desire  to  witness 
the  spectacular,  the  extraordinary.  Dull  routine  or 
monotony  creates  a  condition  from  which  the  mind  tries 
to  free  itself.  Many  forms  of  play  are  created  by  the 
desire  to  escape  from  conditions  that  have  become 
uninteresting  or  humdrum. 

19.  Comradeship  or  partnership. — "Everybody  get 

»  GuUck,  A  Philosophy  of  Play,  Chap.  V. 
»  Lee.  Play  in  Education,  Chap.  XXXVIII. 


66  THE  CHURCH  AT  PLAY 

your  partner  for  .  .  .  !"  How  readily  this  call  awakens 
the  play  impulses  and  "sets"  the  mind  in  the  direction 
of  play.  This  motive  is  an  important  factor  during  and 
after  middle  adolescence. 

Not  all  of  the  above  nineteen  motives  find  expression 
in  any  one  form  of  play.  But  there  are  many  games 
and  plays  in  which  four  or  more  of  them  do  appear.  It  is 
hardly  conceivable  that  there  could  be  found  an  individ- 
ual, young  or  old,  who  would  not  respond  to  a  play 
program  deliberately  planned  to  appeal  to  these  motives. 

These  various  play  motives  are  not  all  present  when 
the  child  first  begins  to  play.  Numbers  17,  18,  and  19, 
for  instance,  are  scarcely  seen  in  the  play  of  young 
children.  Furthermore,  they  may  not  all  be  present, 
actively,  after  childhood  has  passed.  For  unless  they 
have  found  expression  during  the  periods  of  develop- 
ment or  when  they  first  appeared,  there  is  danger  of 
their  being  lost,  or  at  least,  not  readily  available  when 
a  situation  would  naturally  awaken  them  into  activity. 
A  complete,  well  balanced,  and  graded  program  of  rec- 
reational education  is  necessary  if  they  all  are  to  be 
conserved  and  made  permanent  assets  in  character. 

CONDITIONS  AFFECTING  PLAY 

While  recognizing  the  importance  of  motives  in 
determining  the  character  of  play,  the  director  needs 
to  take  into  account  also  the  conditions  in  which  these 
motives  come  to  expression.  Pleasure  has  been  described 
as  a  symptom  of  the  unobstructed  expression  of  these 
play  impulses  in  conduct.  When  an  individual  is  doing 
the  thing  that  nature  and  training  intended  him  to  do, 
and  when  he  does  not  find  difiiculty  in  doing  it,  he  is 
apt  to  feel  happy,  cheerful,  enthusiastic,  contented.    If 


PLAY  MOTIVES  AND  INTERESTS  67 

these  inner  tendencies  are  repressed,  or  if  they  can  find 
only  limited  expression,  the  spirit  of  joy  vanishes. 

The  ten-year-old  boy  washing  dishes,  alone,  standing 
at  the  sink,  with  an  apron  on  and  a  greasy  dish  rag  in 
his  hand,  with  his  mother  blocking  aU  possible  escape 
to  the  baseball  game  in  the  vacant  lot  nearby,  and  with 
the  voices  of  the  other  boys  audible  as  they  cry  out 
''Strike  two,"  or  "Put  'er  home,  home!"  is  unhappy. 
Why?  Is  it  not  because  he  is  using  a  relatively  small 
portion  of  his  inherited  and  acquired  interests  and 
motives?  There  is  little  need  for  skill  and  vigorous 
effort  in  washing  dishes.  Imagination  is  not  quickened. 
Competition  is  lacking.  Social  approval  from  boys  of 
his  own  age  is  impossible.  There  is  no  promise  of  adven- 
ture; no  pleasant  surprise  awaits  him — all  plates  are 
alike.  He  does  not  feel  that  this  is  the  occupation  for 
which  nature  intended  him.  It  is  not  the  life  for  him. 
The  expression  on  his  face  does  not  suggest  the  presence 
of  the  play  spirit. 

But  the  moment  he  reaches  the  baseball  field  he 
knows  that  a  swift  "liner"  may  "burn"  his  hands.  He 
must  show  skillful  control  of  muscles  if  he  knocks  out 
a  fly.  The  right  fielder  may  "muff"  it  and  he  finds 
himself  reaching  second  base  safely.  His  fighting  blood 
is  aroused  when  he  realizes  the  strength  of  the  opposing 
team.  His  pose,  as  he  stands  up  to  bat,  reflects  clearly 
the  motive  of  dramatic  imitation.  He  makes  a  sacrifice 
hit  so  as  to  advance  a  base  runner  from  second  to  third. 
With  all  these  play  motives  active,  no  wonder  that  he 
enjoys  the  game ! 

Play  and  the  background  of  work. — Play  and  work 
are  the  complements  of  each  other.  Work  makes  play 
necessary.  But  it  is  no  less  true  that  play  makes  work 
necessary.   Neither  can  stand  by  itself  alone.   A  playless 


68  THE  CHURCH  AT  PLAY 

life  would  be  dull  indeed.  But  a  workless  life  is  always 
full  of  mischievous  evils.  There  are  times  when  to 
break  the  spell  of  play  would  seem  like  thwarting  life's 
true  purpose;  and  there  are  other  times  when  work 
seems  sublime,  when  there  is  felt  a  strong  desire  to  have 
it  continue,  uninterrupted,  like  the  ecstasy  of  inner 
illumination.  But  neither  is  good  if  too  long  continued. 
Work  prepares  the  individual  for  play,  while  play 
equips  him  with  the  resources  for  work. 

Idleness  does  not  furnish  the  proper  background  for 
play.  Neither  does  drudgery.  Play  makes  both  un- 
necessary, if  not  impossible.  To  the  one  who  under- 
stands the  true  nature  and  function  of  play,  idleness  is 
felt  to  be  wickedness.  Prolonged  drudgery  is  also  seen 
in  its  true  light.  Play  is  a  kind  of  balance  wheel.  It  is 
life's  shock-absorber.  It  increases  one's  capacity  for  toil 
and  prevents  the  mildew  of  too  much  amusement. 

It  has  been  pointed  out^  that  there  is  a  class  of  folks 
— strong  and  happy — among  both  rich  and  poor,  who 
have  earned  both  the  right  and  the  power  to  play;  there 
is  another  class — weak,  wicked,  and  miserable — among 
both  rich  and  poor — who  have  neither  earned  the  right 
nor  achieved  the  ability  to  play  properly.  But  there 
are  still  two  other  classes  of  people — those  who  have 
earned  the  right  to  play  but  who  are  utterly  lacking  in 
a  knowledge  of  how  to  play,  and  those  who,  having 
persistently  avoided  serious  work,  have  no  right  to 
play,  but  who  nevertheless  spend  their  care-free  lives 
in  a  round  of  pleasures.  Light-hearted  and  superficial, 
they  stand  in  striking  contrast  with  those  who  are 
weary  and  heavy  laden  but  whose  monotonous  existence 
is  unbroken  by  even  brief  snatches  of  freedom. 

One  needs  to  know,  at  times,  the  strain  of  toil  and 

I  Hugh  Black,  Work,  Chap.  I,  Fleming  H.  Revell  Company,  1903. 


PLAY  MOTIVES  AND  INTERESTS  69 

the  prick  of  necessity  in  order  fully  to  appreciate  the 
privilege  and  true  value  of  play.  It  is  easier  to  supply 
a  play  program  for  people  who  are  accustomed  to  honest 
toil  than  for  frivolous  pleasure-seekers  who  have  reached 
the  point  of  play  saturation.  Sometimes  among  hard- 
working people,  however,  the  desire  for  play  has  so  far 
departed  that  it  is  practically  impossible  to  awaken  it 
again  except  through  an  appeal  to  the  most  elementary 
forms  of  amusement.  The  dire  results  of  overwork 
cause  an  overflow  of  the  work  spirit  to  envelop  the  hours 
that  ought  to  be  spent  in  recreation.  In  such  cases  the 
problems  of  recreational  leadership  are  almost  beyond 
solution.  To  lead  a  group  of  players  who  go  through 
the  motions  of  play  with  faces  drawn  and  resolute,  with 
grim  determination  to  achieve  the  benefits  of  play  is 
"armed  wooing"  indeed.  A  good  game  of  jack-straws 
may  have  in  it  more  recuperative  virtue  than  the  most 
painfully  regular  and  seriously  conscientious  work  at 
chest-weights  or  on  parallel  bars. 

The  task  of  the  church  is  not  to  supply  recreation 
and  still  more  recreation  for  young  people  who  already 
are  overprivileged  in  this  regard.  Nor  is  it  that  of 
furnishing  the  easiest  and  cheapest  forms  of  amusement 
for  those  whose  recreational  training  has  been  wholly 
neglected.  It  is,  rather,  that  of  so  directing  the  play  Hfe 
of  aU  the  people,  both  young  and  old,  that  their  lives 
will  count  for  the  most  in  carrying  on  the  work  of  the 
kingdom  of  God. 

Play  limitations. — ^The  spontaneous  desire  to  play 
in  a  given  way  suggests  the  presence  of  the  capacity 
thus  to  play.  Both  the  ability  and  the  desire  of 
those  who  are  to  play  should  be  taken  into  account 
by  the  recreational  leader.  An  eaglet  may  want  to 
fly   before  its  wings  are   strong  enough   to  bear  the 


70  THE  CHURCH  AT  PLAY 

weight  of  its  body.  Unless  it  has  the  power  to  fly, 
this  instinct  may  result  in  its  being  dashed  upon  the 
rocks  far  below  the  nest.  Many  a  boy  has  been  drowned 
because  he  attempted  a  kind  of  play  activity  that  was 
beyond  his  heart's  power  of  endurance.  Play  motives 
V.  should  not  he  indulged  in  before  play  functions  are  ready. 
The  possibility  of  physical,  mental,  and  moral  harm  due 
to  overstimulation  or  premature  expression  should  be 
guarded  against.  Children  and  youth  need  recreational 
guidance,  for  the  spirit  of  play  is  apt  to  exceed  play 
capacities. 

In  order  to  be  most  beneficial,  play  must  take  physical, 
mental,  and  social  capacities  into  account.  This  means 
that  each  period  of  development,  with  its  characteristic 
type  of  play,  must  be  reckoned  with.  The  play  of  a 
four-year-old  child  differs  from  that  of  the  same  child 
at  fourteen.  Suitable  play  is  always  physically,  men- 
tally, morally  upbuilding.  It  provides  opportunities  for 
the  spontaneous  and  natural  interests,  desires,  and 
impulses  to  find  expression  in  keeping  with  capacities 
or  functions.    It  makes  for  the  wholeness  of  life. 

A  child  wiU  heartily  resent  the  suggestion  that  he 
join  in  a  game  with  insincerity  or  without  genuine  ap- 
preciation. The  five-year-old  child  engages  with  all 
candor  in  the  game  of  make-believe,  but  with  just  as 
transparent  sincerity  at  seven  he  may  look  with  disgust 
upon  such  "silliness."  Here  again  the  standards  are 
inexorable.  The  boy  who  ought  to  be  absorbed  in  team 
play  but  who  permits  individual  interest  or  selfishness 
to  control  his  actions,  who  ought  to  be  primarily  a 
member  of  a  team  but  cannot  forget  that  he  is  an 
individual,  is  apt  to  be  despised  and  iU  treated  by  those 
who  are  playing  the  real,  unselfish  team  game.  One  of 
the  grave  evils  which  the  recreational  director  should 


PLAY  MOTIVES  AND  INTERESTS  71 

strive  to  combat  is  precocity,  particularly  with  respect 
to  play  that  is  based  upon  social  motives.  His  responsi- 
bility may  lie  in  the  direction  of  retardation  of  social 
development  as  well  as  in  its  stimulation. 


CHAPTER  V 

PRINCIPLES  OF  PLAY  SUPERVISION 

The  Director's  Responsibility 
A  fourfold  task. 

Some  General  Principles 

The  director  an  officer  of  the  church. 

The  play  program  should  be  graded. 

The  active  enlistment  of  all. 

Maintain  a  balanced  program. 

Make  play  recreative. 

Individual  variation  in  play  interests  and  needs. 

Take  into  account  the  seasons  of  the  year. 

Use  existing  organizations. 

Develop  volunteer  leaders. 

Provide  adequate  equipment. 

Cooperate  with  community  agencies. 

Restrict  the  use  of  artificial  motives. 


The  play  impulse  is  a  divine  gift.  If  God  gives  the  instinctive 
disposition,  the  church  ought  to  provide  the  program,  leadership, 
and  equpment.    Guidance,  not  repression,  should  be  its  policy. 


CHAPTER  V 

PRINCIPLES  OF  PLAY  SUPERVISION 

The  director  of  social  and  recreational  activities  in  a 
local  church  has  a  distinct  responsibility  and  oppor- 
tunity. He  needs  to  see  his  task  as  a  whole.  He  should 
also  study  it  in  its  relation  to  all  of  the  other  aspects 
of  the  program  of  the  church.  It  is  not  a  mark  of  the 
highest  leadership  to  drive  ahead  with  his  social  and 
recreational  program  regardless  of  other  allied  interests. 
What  wholesome  play  does  for  the  individual  the  play 
program  which  he  directs  should  do  for  the  local  church. 
The  prosperity  of  the  entire  organization,  and  not  merely 
the  success  of  his  own  plans,  is  his  ultimate  objective. 

THE   director's   RESPONSIBILITY 

The  first  responsibility  of  the  director  is  to  formulate 
a  clear  conception  of  just  what  he  proposes  to  do.  Be- 
fore beginning  to  carry  out  his  plans,  a  written  state- 
ment of  what  he  expects  to  accompHsh  should  be  sub- 
mitted to  the  pastor  and  to  the  appropriate  committees. 
No  program  should  be  inaugurated  until  it  has  been 
understood  and  approved  by  those  who  are  responsible 
for  the  entire  work  of  the  church.  Social  and  recreational 
activities  should  be  integral  parts  of  the  whole  program 
of  worship,  study,  service,  and  play.  The  time  to  solve 
practical  problems  and  to  avoid  misunderstandings  is 
•while  the  plans  are  being  made  and  not  after  they  have 
been  put  into  operation. 

The  director  of  recreational  and  social  life  is  the 
recreational  specialist  of  the  local  church  and  often,  for 

75 


76  THE  CHURCH  AT  PLAY 

the  community.  If  his  judgment  is  to  be  trusted,  he 
should  give  serious  consideration  to  the  study  of  the 
theory  and  practice  of  recreational  leadership.  Much 
of  the  best  literature  in  this  field  is  written  from  the 
standpoint  of  physical  education  or  welfare.  He  must 
reinterpret  much  of  it  if  he  would  use  it  to  fit  into  the 
program  of  the  church.  In  carrying  out  his  program  he 
will  face  many  situations  that  are  unlike  anything  he 
has  previously  encountered.  His  firm  grasp  of  the 
general  principles  of  play  supervision  and  organization 
alone  will  make  it  possible  for  him  to  proceed  without 
blundering  and  embarrassment. 

A  fourfold  task. — As  director  his  duties  may  be 
summed  up  in  the  four  words,  visualize,  organize, 
deputize,  and  supervise  or  administer,  (i)  He  must  first 
see  the  possibilities  and  needs  in  the  situation;  that  is, 
he  must  define  his  objectives  or  make  up  his  mind  as  to 
what  ought  to  be  done.  (2)  Then  he  must  perfect  or 
use  without  modification  such  organizations  as  are 
needed  to  achieve  his  purpose,  (3)  This  done,  his  next 
task  is  to  man  the  organization.  As  far  as  practicable, 
it  is  his  function  to  assign  to  all  available  workers  tasks 
suited  to  their  abilities.  (4)  Finally,  as  supervisor,  he 
is  responsible  for  seeing  that  the  various  recreational 
projects  succeed.  Volunteer  leaders  need  to  be  trained. 
He  must  check  up  on  what  is  being  done.  The  careful 
supervision  of  play  is  needed  because  of  the  inexperience 
or  lack  of  reliability  on  the  part  of  some  young  people 
and  because  of  the  erratic  enthusiasm  of  others.  He 
cannot  just  start  things  going  and  then  go  off  and  leave 
them.  The  point  of  greatest  weakness  with  many 
church  programs  of  recreation  is  found  in  this  lack  of 
effective  supervision. 

Many  of  the  organizations  in  the  local  church  will 


PRINCIPLES  OF  PLAY  SUPERVISION      tj 

want  to  carry  out  their  own  particular  social  and 
recreational  plans.  It  is  almost  as  difficult  to  correlate 
the  recreational  as  the  educational  interests  of  the  Sun- 
day school,  the  Young  People's  Society,  the  Men's 
Club,  the  organized  classes,  the  missionary  organiza- 
tions, and  the  several  social  or  recreational  groups  of 
the  ordinary  church.  Where  there  is  limited  equipment, 
however,  correlation  is  necessary.  And  where  there  is 
overlapping  of  membership,  harmonious  adjustments 
are  likewise  important.  One  of  the  first  tasks  of  the 
director  is  to  act  as  a  clearing  house  for  all  these  plans 
which  tend  to  originate  with  different  groups  but  which 
involve  the  use  of  the  same  building  and  equipment, 
which  require  the  cooperation  of  the  same  persons,  or 
which  affect  in  one  way  or  another  the  common  pro- 
gram of  the  church. 

SOME   GENERAL  PRINCIPLES 

After  his  program  has  been  approved  and  launched, 
the  director  is  apt  to  become  submerged  in  details.  He 
feels  the  pressure  of  meeting  immediate  situations.  His 
program  is  a  going  concern,  and  there  may  be  danger  of 
its  running  away  with  him  unless  his  mind  is  set  upon  the 
achievement  of  certain  clearly  conceived  ultimate  goals 
and  unless  he  is  guided  by  carefully  formulated  principles 
of  administration.  They  are  the  basis  upon  which  all 
practical  questions  will  be  decided  and  policies  adopted. 

I.  The  director  an  officer  of  the  church. — The 
director  of  social  and  recreational  life  is  a  church  officer. 
Everything  planned  and  everything  done  for  which  he 
is  responsible  must  be  in  keeping  with  the  spiritual  ideals 
and  purposes  oj  this  institution.  Any  director  who 
thinks  that  the  rehgious  standards  of  his  church  have 
to  be  compromised  in  the  interest  of  a  successful  recre- 


78  THE  CHURCH  AT  PLAY 

ational  program  has  failed  to  grasp  either  the  true 
meaning  of  play  or  the  nature  and  function  of  his  office. 
The  primary  objectives  of  the  church,  worship  and 
service,  are  first  considerations;  recreation  is  secondary 
in  importance,  though  secondary  does  not  mean  incon- 
gruous. Leisure-time  activities  under  church  auspices 
should  differ  materially  from  those  that  recognize  only 
commercial  standards  of  success. 

In  some  centers  there  seems  to  be  popular  assent 
to  the  fallacy  that  relaxation,  in  order  to  be  successful, 
must  involve  moral  relaxation.  Doubtless  this  subtle 
and  damaging  notion  is  the  direct  result  of  the  influence 
of  commercialized  amusements.  Diversions  that  involve 
compromise  of  moral  ideals  have  no  place  under  the 
patronage  of  the  church.  But,  on  the  other  hand,  the 
conviction  should  be  established  in  the  minds  of  mul- 
titudes of  people  that  the  best  forms  of  recreation, 
the  most  enjoyable  "good  times,"  should  and  can  be 
sponsored  by  it. 

Any  director  who  cannot  give  hearty  assent  to  this 
proposition  is  lacking  in  one  of  the  fundamental  quali- 
fications for  his  office.  He  is  not  called  upon  to  do  the 
easy  thing  but  the  right  thing. 

2.  The  play  program  should  be  graded.^ — That  is, 
it  should  be  suited  to  the  changing  capacities,  interests, 
and  needs  of  the  immature  and  also,  of  the  mature  per- 
sons who  make  up  the  entire  constituency  of  the  church. 
The  arguments  in  favor  of  graded  lesson  material  and 
departmental  organization  in  the  Sunday  school  are 
equally  valid  for  a  graded  play  program.  In  order  to 
fulfill  its  function,  recreation  must  be  interesting, 
spontaneous,  and  pleasurable  from  the  standpoint  of 
the  participants.    No  uniform  program  can  meet  these 

1  Lee,  Play  in  Education,  Chap.  XI. 


PRINCIPLES  OF  PLAY  SUPERVISION      79 

requirements.  It  is  not  the  director's  own  needs  but 
those  of  the  people  to  whom  he  ministers  that  determine 
what  programs  should  be  carried  out. 

In  this  connection,  however,  the  director  must  not 
lose  sight  of  the  fact  that  the  chronological  age  of  a 
given  individual  is  not  a  trustworthy  guide  to  his  play- 
interests  and  capacities.  A  church  member  may  be 
well  versed  in  vocational,  civic,  and  other  matters  but 
very  defective  in  recreational  knowledge  and  skill. 
A  fourteen-year-old  child  may  know  more  about  play 
than  his  hard-working  parents  who  are  forty  years 
older.  Many  adults  are  capable  of  participating  in 
only  the  most  elementary  forms  of  play. 

A  recreational  leader  should  never  yield  to  the  subtle 
temptation  to  let  his  own  needs  and  interests  determine 
the  kind  of  a  program  he  adopts  for  others  who  are 
different  from  himself.  It  is  not  his  interests  but  the 
needs  of  those  whom  he  serves  that  are  the  deciding 
factors.  The  principle  of  adaptation  applies  to  his 
work  as  well  as  it  does  to  that  of  a  teacher. 

3.  The  active  enlistment  of  all. — Strive  to  secure  the 
active  participation  of  the  entire  church  constituency 
rather  than  of  the  favored  few.  The  recreational  director 
is  not  concerned  primarily  in  meeting  the  needs  of  those 
who  are  most  easily  reached.  Those  who  are  least  inter- 
ested in  recreation  or  in  attending  social  gatherings 
may  be  the  ones  who  need  it  most.  Those  who  feel  ill 
at  ease  in  such  gatherings  often  need  encouragement 
to  attend  and  to  participate  in  the  program.  Special 
attention  tactfully  given  them  yields  large  returns. 
In  order  to  become  active  members  they  must  be  made 
to  feel  that  they  have  a  part  in  what  is  going  on,  that 
their  cooperation  is  needed  and  appreciated. 

The  recreational   and   social  program   may  become 


8o  THE  CHURCH  AT  PLAY 

an  important  asset  in  the  discovery  and  enlistment 
of  new  recruits  for  the  adult  membership  of  the  church. 
Acceptance  of  an  invitation  to  attend  a  delightful 
social  occasion  often  quickens  the  impulse  to  church 
membership.  The  church  that  sustains  an  atmosphere 
of  friendliness  through  a  weU-planned  program  of 
social  and  recreational  activity  wiU  have  a  drawing 
power  that  is  far  reaching  and  continuously  effec- 
tive. 

4.  Maintain  a  balanced  program.^ — Find  the  golden 
mean  between  variety  or  novelty  and  simplicity  or  famil- 
iarity. As  Jar  as  practicable  appeal  to  the  entire  range 
of  play  motives.  Novelty  usually  stimulates  interest. 
Familiarity  makes  spontaneity  possible.  Plans  that 
are  worked  out  merely  to  meet  an  immediate  situation 
are  in  danger  of  being  inconsistent  with  the  plans  for 
the  entire  year.  There  are  recreational  as  well  as  spir- 
itual ruts  to  be  avoided. 

The  vast  wealth  of  source  materials  which  is  now 
available  to  the  well-informed  director  is  not  an  asset 
unless  it  is  used  with  discrimination.  A  card  catalogue 
or  file  should  be  kept  where  newly  discovered  materials 
can  be  preserved.  With  comparatively  Httle  effort 
hundreds  of  descriptions  of  new  games,  stunts,  and 
plays  can  be  collected  and  permanently  preserved. 
But  this  wealth  of  material  should  not  result  in  the 
director's  getting  into  the  habit  of  trying  out  new  ma- 
terial on  every  occasion.  The  surprise  or  novelty  feature 
can  be  overworked. 

5.  Make  play  recreative. — In  order  to  achieve  its 
purpose,  recreational  plans  must  take  into  account  the 
programs  of  work  and  of  play  in  which  the  participants 
are  already  engaged.     The  great  danger  is  that  of  pro- 

>  Community  Service,  What  Can  We  D0I 


PRINCIPLES  OF  PLAY  SUPERVISION      8i 

viding  either  too  many  activities  or  those  that  are 
unsuited  to  the  needs  of  the  people.  The  needs  of  people 
in  rural  communities  differ  greatly  from  those  in  the 
city.^  Periods  of  rest  and  sleep  should  not  be  inter- 
fered with.  Do  not  rob  the  bed  to  pay  the  party.  And 
do  not  rob  the  prayer  meeting  to  pay  the  minstrel 
show  or  concert.  Children  should  have  their  required 
amount  of  sleep  each  twenty-four  hours.  Adults  should 
never  carry  a  sleep  or  fatigue  deficit  beyond  the  end 
of  the  week.  The  church  should  strive  to  help  its  peo- 
ple to  Live  the  abundant,  useful  life  not  only  on  Sundays 
but  during  the  week  also. 

At  this  point  the  director  encounters  one  of  his  most 
difficult  problems.  The  church  is  not  the  only  insti- 
tution that  undertakes  to  provide  recreation  for  its 
own  constituency.  The  social  and  athletic  programs 
of  the  high  school,  the  Play  Ground  Association,  the 
Boy  Scouts,  the  Camp  Fire  Girls,  and  the  innumerable 
fraternal,  literary,  and  social  organizations  of  the  com- 
munity may  come  into  direct  competition  with  the 
church.  In  some  communities  the  high  school  group 
is  almost  recreationaHzed  to  death.  It  may  be  that 
the  function  of  the  director  will  be  largely  to  elevate 
the  ideals  of  programs  for  which  he  has  no  direct  respon- 
sibility and  over  which  he  has  no  direct  control. 

The  rapid  development  of  recreation  in  the  public 
schools,  playgrounds,  and  particularly  in  the  high 
schools  makes  it  hazardous  for  a  church  to  ignore  this 
important  factor  in  the  life  of  the  community.  The  x^ 
recreational  needs  of  multitudes  of  young  people  are 
being  met  adequately  by  the  social  and  athletic  direc- 
tors of  the  high  schools.  The  church,  instead  of  com- 
peting with  such  programs,  will  find  it  greatly  to  its 

»  Community  Service  Pamphlet,  Rural  and  Small  Community  Recreation,  1931. 


82  THE  CHURCH  AT  PLAY 

advantage  to  cooperate.  Very  often  groups  of  splendid 
young  people  in  the  community  need  the  moral  support 
of  the  church  in  their  effort  to  maintain  high  standards. 
The  wider  use  of  the  school  plants  is  a  nation-wide 
movement  which  the  churches  should  recognize.  They 
cannot  wisely  undertake  to  monopolize  the  play  interests 
of  their  young  people.  During  the  year  1920,  465  cities 
reported  on  4,293  playgrounds  and  recreation  centers 
conducted  under  paid  leadership. 
\  6.  Individual  variation  in  play  interests  and 
needs. — The  temperaments  or  types  of  personalities  oj 
those  who  are  to  participate  in  the  play  program  need  to 
he  taken  into  account.  This  is  particularly  true  of  adults. 
There  are  some  people  who  should  not  play  tennis  or 
run  foot-races;  there  are  others  who  would  be  depressed 
with  the  mere  thought  of  going  fishing.  Some  people 
enjoy  active  and  others  quiet  games.  Some  are  intel- 
lectual and  aesthetic,  while  others  find  their  greatest 
pleasure  in  using  their  muscles.  Furthermore,  the 
same  person  on  different  occasions  has  different  needs. 
In  a  large,  promiscuous  group  it  is  impossible  that  all 
should  derive  the  same  enjoyment  from  a  single  type 
,  of  recreation.  The  amount  and  kinds  of  recreational 
experience  already  enjoyed  needs  to  be  taken  into 
account,  but  the  inherited  or  native  interests  and 
capacities  are  also  decisive  factors. 

This  principle  of  individual  variation  as  it  applies 
to  both  age  and  native  capacity  suggests  the  practical 
difficulties  of  providing  a  really  enjoyable  occasion 
where  there  are  relatively  few  persons  present  and 
where  all  ages  and  types  are  represented.  Such  situa- 
tions are  frequently  encountered  in  rural  communities. 
How  to  meet  such  practical  difficulties  is  discussed  in 
detail  in  Chapter  VI. 


PRINCIPLES  OF  PLAY  SUPERVISION      83 

7.  Take  into  account  the  seasons  of  the  year.' — 

That  is,  make  use  of  the  prevailing  mood.  The 
Halloween  spirit  and  the  joy  of  May  Day  are  forces  to 
be  reckoned  with  in  planning  a  play  program.  In  the 
majority  of  churches  recreational  plans  should  be  laid 
out  for  the  entire  year  in  order  that  these  high  points 
of  recreational  interest  may  have  the  right  of  way. 
Vacation  projects  are  quite  distinct  from  holiday  festi- 
vals. The  hatchet  and  cherry  tree  would  have  as  little 
meaning  in  April  as  would  a  thanksgiving  social  in 
May  or  witches  in  June. 

For  the  sake  of  novelty  and  surprise,  however,  the 
seasonal  emphasis  may  be  made  use  of  out  of  season. 
A  party  with  July  features  given  in  January  or  a  social 
in  July  having  numerous  suggestions  of  frost  and  snow 
awakens  the  play  spirit. 

8.  Use  existing  organizations. — As  far  as  possible, 
the  existing  organizations  of  the  church  should  he  used  rather 
than  new  ones  created.  Young  people's  societies,  organ- 
ized classes  in  the  Sunday  school,  and  the  many  other 
social  groups  are  made  up  of  members  who,  for  the 
most  part,  are  congenial.  This  group  loyalty  is  a  dis- 
tinct asset  in  carrying  out  a  complete  program.  To 
conserve  and  strengthen  the  social  bonds  already  exist 
ing,  providing  that  the  church  organization  is  approved, 
is  a  definite  objective  of  the  recreational  leader. 

The  recreational  idea  is  being  vigorously  promoted 
by  several  organizations  outside  of  the  church.  In 
some  instances  these  organizations  do  not  seek  to  build 
up  an  institutionalized  constituency  but,  rather,  to 
supplement  and  motivate  existing  institutions.  Such  is 
the  policy  of  the  Boy  Scouts  of  America^  and  Camp 

'  Owen,  A  Year  of  Recreation,  The  Abingdon  Press,  1921. 

'  Federal  Council  of  Churches  pamphlet,  The  Scout  Master  Speaks,  New  York,  1 9 1 8 . 


84  THE  CHURCH  AT  PLAY 

Fire  Girls.  As  a  general  principle,  it  is  better  to  merge 
recreational  interests  with  those  of  a  more  serious  nature 
than  to  develop  them  as  a  separate  and  detached  program. 

9.  Develop  volunteer  leaders. — The  discovery  and 
training  of  volunteer  leaders  is  an  important  phase  of  the 
director's  responsibility.  These  leaders  will  come  largely 
from  the  young  people's  group.    Therefore  delegate  as 

^much  responsibility  as  possible  to  the  members  of  this 
group.^  Let  them  originate  plans,  formulate  programs 
for  special  occasions,  take  direct  or  immediate  charge 
of  given  situations.  Leadership  in  this  field  is  achieved 
through  tactfully  supervised  practice  work.  Have  the 
grace  and  courtesy  to  overlook  unintentional  mistakes. 
Try  to  create  conditions  favorable  to  success.  Give 
suitable  recognition  to  real  merit  or  achievement. 

10.  Provide  adequate  equipment. — See  to  it  that 
ample  and  suitable  equipment  is  provided.  The  present 
tendency,  however,  is  to  use  less  and  less  of  expensive 
equipment.  A  gymnasimn  equipped  with  chest  weights 
and  parallel  bars  is  not  a  prerequisite  of  a  successful 
program  in  the  ordinary  church.  SimpHcity  of  equip- 
ment makes  resourcefulness  and  ingenuity  necessary. 
The  wider  use  of  the  present  church  plant  should  be 
considered  as  well  as  its  enlargement. 

11.  Cooperate  with  community  agencies. — The 
community  is  the  natural  unit  for  many  of  the  most  val- 
uable forms  of  recreation.  Hence  cooperation  with  com- 
munity agencies  is  a  practical  necessity.  Such  cooperation 
includes  the  other  churches  as  well  as  civic,  educational, 
and  fraternal  agencies.  It  is  practically  impossible  for 
one  church  to  control  the  moral  standards  of  the  play 
life  of  people  with  whom  it  has  no  direct  or  vital  contact. 

J  Thompson,  Handbook  for  Workers  with  Young  People,  Chap.  XII,  The  Abing- 
don Press,  New  York,  1933. 


PRINCIPLES  OF  PLAY  SUPERVISION      85 

Furthermore,  young  people  are  often  confused  because 
the  churches  do  not  maintain  uniform  standards  regard- 
ing dancing,  card-playing,  and  other  forms  of  amuse- 
ments. It  is  not  enough  that  one  church  set  up  a  high 
standard.     It  should  strive  for  uniformly  high  ideals. 

Restrict  the  use  of  artificial  motives. — Prizes, 
awards,  and  merits  may  be  used  to  reenforce  or  stimulate 
play  motives.  They  should  never  be  used,  however,  in 
such  a  way  as  to  supplant  or  destroy  real  or  true  motives. 
If  an  individual  participates  in  a  game  in  order  to  win 
an  inherently  valuable  or  costly  prize,  he  is  apt  to  lose 
the  spirit  of  play.  The  acquisition  motive  takes  its 
place.  His  attention  and  interest  are  transferred  from 
the  game  to  the  prize.  He  plays  to  win,  not  the  game, 
but  the  valuable  trophy.  The  natural  appeal  of  the  play 
program  is  lost  sight  of.  Competition  under  these  cir- 
cumstances may  not  yield  the  fuUest  recreational  values. 

In  all  athletic  and  other  games  use  ribbons  rather 
than  gold  watches  to  designate  the  winners. 

If,  for  instance,  a  prize  of  a  forty-dollar  kodak  is 
offered  to  a  troop  of  Boy  Scouts  for  the  best  picture 
taken  at  camp,  the  three  Scouts  who  are  already  good 
amateur  photographers,  the  very  ones  who  do  not  need 
to  have  their  interest  in  photography  stimulated,  are 
the  ones,  and  the  only  ones,  tfho  will  enter  the  competi- 
tion. The  others,  whose  interest  needs  to  be  stimulated, 
do  not  strive  for  the  prize.  They  know,  beforehand, 
that  it  would  be  of  no  use  for  them  to  do  so. 

As  far  as  practicable,  let  the  awards  be  given  to 
groups  rather  than  to  individuals.  If  they  are  given  to 
individuals,  let  them  be  awarded  in  such  a  way  and  let 
them  be  of  such  nature  that  they  will  appeal  to  the 
large  number  who  need  the  extra  stimulus  rather  than 
to  the  favored  few  whose  interest  is  already  keen. 


CHAPTER  VI 

THE  ART  OF  PLAY  SUPERVISION 

Immediate  versus  Ultimate  Objectives 
Recreational  Leadership  in  Practice 

Make  definite  and  thorough  plans  for  each  occasion. 

A  church  social  for  high-school  students. 

1.  Personnel  and  other  conditions. 

2.  Aims. 

3.  Program. 

A  church  party. 

1.  Personnel  and  other  conditions. 

2.  Aims. 

3.  Program. 

A  party  for  students   in  the   Junior   Department  of 
Sunday  school. 

1.  Personnel  and  other  conditions. 

2.  Aims. 

3.  Program. 

Further  Details  in  Recreational  Leadership 
Importance  of  the  first  event. 
Clearness  in  giving  directions. 
Orders  from  headquarters  only. 
Capitalizing  mistakes. 
Let  all  participate. 

Create  a  vacuum  around  the  "smartie." 
Secure  discipline  through  group  action. 
How  long  to  play  a  game. 
Music  and  rhythm. 
Control  through  mental  alertness. 


We  may  either  smother  the  divine  fire  of  youth  or  we  may  feed 
it.  We  may  either  stand  stupidly  staring  as  it  sinks  into  a  murky 
fire  of  crime  and  flares  into  the  intermittent  blaze  of  folly,  or  we 
may  tend  it  into  a  lambent  flame,  with  power  to  make  clean  and 
bright  otir  dingy  city  streets. — Jane  Addams. 


CHAPTER  VI 

THE  ART  OF  PLAY  SUPERVISION 

Distinct  from  the  general  or  administrative  prin- 
ciples noted  in  Chapter  V,  there  are  others  that  suggest 
the  proper  mode  of  procedure  in  achieving  unmediate 
results.  It  is  one  thing  to  plan  a  program  for  the  entire 
year  but  quite  another  matter  to  direct  the  activities  on 
a  particular  social  or  recreational  occasion.  The  general 
principles  apply  to  the  broader  aspects  of  the  director's 
work.  They  help  him  to  define  what  he  hopes,  ultimately, 
to  accomplish.  They  set  a  standard  toward  which  he 
can  work  through  the  year  or  through  a  series  of  years. 

IMMEDIATE   VERSUS   ULTIMATE    OBJECTIVES 

But  the  detailed  rules  of  leadership  which  foUow, 
define  his  relations  to  specific  play  groups.  They  sug- 
gest how  to  lead  children,  young  people,  and  adults  in 
their  play.  To  be  the  inspiring  genius  of  a  particular 
occasion  involves  a  technique  that  can  be  studied  and 
mastered.  Those  who  have  had  wide  experience  in 
awakening  and  guiding  the  play  spirit  in  camps  and 
cantonments,  in  churches  and  on  playgrounds  have 
developed  an  art  of  leadership  which  is  suggested  in  the 
following  principles. 

RECREATIONAL  LEADERSHIP  IN  PRACTICE 

Memorized  rules  and  principles,  however,  should 
never  become  so  obtrusive  that  leadership  is  stilted, 
didactic,  and  mechanical.  It  is  not  as  important  that 
principles  be  observed  as  that  people  achieve  the  maxi- 

89 


90  THE  CHURCH  AT  PLAY 

mum  of  relaxation  and  pleasure.  The  self-consciousness 
and  strain  which  one  experiences  when  driving  an 
automobile  for  the  first  time  is  not  unlike  the  attitude 
of  a  recreational  leader  whose  attention  is  focused  upon 
modes  or  forms  of  procedure  rather  than  upon  ends 
and  atmosphere.  The  following  principles,  therefore, 
should  be  mastered  and  then  forgotten  or  kept  only  in 
the  background  of  one's  thinking. 

I.  Make  definite  and  thorough  plans  for  each 
occasion. — ^That  is,  take  into  account  (i)  the  nature 
of  the  occasion,  (2)  the  persons  who  are  to  be  present, 
(3)  how  much  time  ought  to  be  consumed,  and  (4)  the 
conditions  under  which  the  program  is  to  be  carried 
out.  In  the  light  of  such  factors  as  these,  select  the 
games,  stunts,  songs,  plays,  etc.,  which  are  to  be 
used. 

Special  attention  should  be  given  to  item  three — the 
time  element.  It  is  a  mistake  to  let  the  program  of  play 
go  on  and  on  until  interest  dies  out  because  of  fatigue 
or  until  the  approaching  hour  of  the  last  train  or  street- 
car home  brings  the  occasion  to  a  reluctant  close.  A 
carefuUy  planned  program  is  the  best  safeguard  against 
the  dissipation  of  late  hours. 

The  following  detailed  suggestions  of  programs  for 
typical  occasions  are  intended  to  be  suggestive  of  how 
source  materials  such  as  are  found  in  Section  II  can  be 
used  to  secure  variety  and  unity. 

A  church  social  for  high-school  students. — 
I.  Personnel  and  other  conditions. — This  is  to  be  a 
Friday  evening  social,  given  at  the  church  to  the  high- 
school  students.  It  is  the  second  week  after  the  fall 
term  has  opened.  The  first  Friday  evening  was  given 
over  to  a  general  reception  to  all  high-school  students 
and  faculty  at  the  high-school  building  and  under  high- 


THE  ART  OF  PLAY  SUPERVISION        91 

school  auspices.  By  agreement,  tne  churches  of  the  city 
have  right  of  way  on  this  evening.  Many  of  the  young 
people  are  strangers  in  town.  They  do  not  know  each 
other  as  well  as  they  should  nor  do  they  feel  at  home  at 
the  church.  There  are  seventy  present — thirty  boys 
and  forty  girls.  The  program  is  to  last  two  hours,  from 
eight  to  ten. 

2.  Aim. — ^The  aim  of  the  social  is  threefold:  (i)  To 
help  the  young  people  get  acquainted  with  each  other; 
(2)  to  leave  with  them  the  impression  that  the  church 
is  wide-awake,  friendly,  interested  in  the  high  school, 
and  that  it  is  a  place  where  most  enjoyable  kinds  of 
recreation  can  be  found;  and  (3)  to  help  them  enjoy 
two  hours  of  wholesome  mental  relaxation. 

5.  Program. — ^The  first  game  is  "I,  Yes,  or  No" 
(No.  i).  This  may  be  followed  by  an  Athletic  Meet 
(No.  43).  "Scouting  for  Words"  (No.  92).  Refresh- 
ments. 

A  church  party. — i.  Personnel  and  other  conditions. 
— There  are  thirty  persons  present  ranging  in  age  from 
fourteen  to  forty-five.  People  have  not  been  used  to 
mixing.  The  older  people  have  not  developed  the  play 
spirit,  and  are  almost  antagonistic  to  the  play  idea. 
They  do,  however,  want  to  do  something  to  get  the 
interest  of  young  people  who  have  drifted  away  from 
the  church.  One  of  the  reasons  the  young  people  have 
been  dropping  out  of  church  is  because  of  some  oppo- 
sition, perhaps  just,  to  some  of  their  social  gatherings. 

2.  Aim. — It  is  the  aim  of  the  entertainment, 
(i)  to  show  the  older  folks  that  a  sane  program  may 
be  put  on  and  (2)  to  show  the  younger  folks  that  good 
times  can  be  had  without  violating  what  the  older 
people  believe  to  be  the  proprieties  of  such  occasions. 

J.  Program. — Matching  proverbs   (No.    10);    Grand 


92  THE  CHURCH  AT  PLAY 

March  figures  (No.  15);  Buzz-Fizz  (No.  82);  Guess  Who 
(No.  69);  Sculptured  Figures  (No.  116);  Alphabet 
Game  (No.  78);  State  Directory  (No.  117);  O,  Smile! 
(No.  90);  Blanket  Guess  (No.  79). 

A  party  for  the  students  in  the  Junior  Depart- 
ment of  Sunday  school. — i.  Personnel  and  other  con- 
ditions.— There  are  present  thirty  boys  and  girls  from 
the  Junior  Department  of  the  Sunday  school.  The 
party  is  to  be  held  in  the  church  parlors  on  a  Satur- 
day afternoon  from  three  till  five  o'clock. 

2.  Aim. — (i)  To  give  all  a  good  time;  (2)  to  help 
the  new  members  to  feel  at  home  in  the  department; 
and  (3)  to  increase  the  loyalty  of  all  to  the  teachers 
and  the  school. 

J.  Program. — ^Animal  Hunt  (No.  8);  Japanese  Tag 
(No.  18);  Jacob  and  Rachel  (No.  25);  Potato  Race 
(No.  30);  Nuts  in  May  (No.  27);  Spin  the  Platter  (No. 
31);  Cobbler,  Cobbler,  Mend  My  Shoe  (No.  32);  Trades 
(New  Orleans)  (No.  35);  Blmd  Man's  Buff  with  Wand 
(No.  36);  The  Mulberry  Bush  (No.  39). 

FURTHER  DETAILS  IN   RECREATIONAL    LEADERSHIP 

In  addition  to  the  above  principle,  that  definite  plans 
should  be  made  for  each  occasion,  the  following  ten 
rules  should  be  observed: 

2.  Importance  of  the  first  event. — The  first  game  or 
opening  event  in  the  program  should  awaken  the  play 
spirit  and  arouse  eager  anticipation  or  expectancy  with 
respect  to  what  is  to  follow.  Such  games  are  often  called 
"ice-breakers."  They  might  be  called  "curtain-raisers." 
They  are  the  signal  for  everybody  present  to  enter 
heartily  into  the  occasion.  They  give  tone  or  atmos- 
phere to  the  entire  program.  They  are  important  not 
only  because  of  what  they  involve  in  the  way  of  activity 


THE  ART  OF  PLAY  SUPERVISION        93 

but  also  because  they  are  a  prophecy  of  what  is  about 
to  happen. 

Individuals  differ  greatly  in  their  ability  to  make  the 
transition  from  work  to  play,  from  seriousness  to  gayety, 
from  strain  to  relaxation.  Some  carry  the  sense  of  re- 
sponsibility and  care  with  greater  tenacity  than  others. 

A  careful  observer  will  notice  some  persons  who  do 
not  relax  until  the  evening's  program  is  drawing  to  a 
close.  Such  persons  constitute  a  particular  problem 
for  the  recreational  leader.  They  suggest  the  prac- 
tical necessity  of  making,  at  the  very  beginning  of  the 
program,  an  irresistible  appeal  to  the  latent  spirit  of 
play.  The  success  or  failure  of  many  a  program  has 
been  determined  by  what  has  happened  during  the 
first  fifteen  minutes.  The  battle  is  half  won  if  the  leader 
can  make  everybody  feel  like  playing  as  the  program 
begins.  This  is  often  done  by  an  irresistible  appeal  to 
the  sense  of  humor  or  by  an  exhibition  of  contagious 
good  cheer  and  optimism. 

The  leader  who  is  burdened  with  a  sense  of  details 
• — who  has  just  so  many  games  which  he  is  bent  upon 
having  the  people  play — who  makes  his  announce- 
ments and  gives  his  directions  in  sepulchral  tones,  hang- 
ing a  bit  of  crape  upon  each  sentence,  defeats  his  own 
purpose.  The  stern,  exacting  teacher  of  games  or 
director  of  play  programs  prevents  the  players  from 
entering  into  that  wonderful  spirit  of  laughter  or  relax- 
ation in  which  expression  is  spontaneous  and  all  self- 
consciousness  is  set  aside.  They  cannot  see  the  game 
for  the  rules. 

At  a  certain  banquet  a  bald-headed  toastmaster  was 
about  to  introduce  a  speaker  having  a  heavy  shock 
of  wavy  hair.  "Ladies  and  gentlemen,"  he  said  as  he 
launched  the  speaker  upon  an  ocean  of  applause,  "the 


94  THE  CHURCH  AT  PLAY 

speaker  who  is  about  to  address  you  is  a  famous  man. 
He  is  famous  for  his  crocheted  hair!"  After  the  applause 
had  died  down  the  speaker  began:  ''Ladies  and  gentle- 
men, I  would  rather  have  crocheted  hair  than  hair  that 
is  'nit' !"  It  is  needless  to  say  that  the  audience  entered 
immediately  and  heartily  into  the  spirit  of  play. 

The  leader,  however,  must  not  mistake  boisterous- 
ness  for  contagion  nor  "pep"  for  enthusiasm  nor  ostenta- 
tion for  real  leadership.  Enthusiasm  to  be  contagious 
needs  to  be  well  controlled.  In  order  to  inspire  con- 
fidence there  must  be  reserve  strength.  The  leader 
who  would  manage  the  situation  so  as  to  realize  the 
highest  play  values  does  not  need  to  parade  himself 
and  his  ideas — making  them  the  focus  of  attention. 
His  task  is  to  direct  attention  to  the  play  program  and 
to  cause  the  players  to  enter  heartily  and  without  self- 
consciousness  into  it.  Hence  the  necessity  of  his  being 
suggestive  rather  than  dictatorial,  tactful  rather  than 
obtrusive.  Many  an  inexperienced  leader  stands  be- 
tween the  players  and  their  best  play.  They  see  too 
much  of  him  and  too  little  of  his  program. 

3.  Clearness  in  giving  directions. — Let  all  directions 
for  playing  games  he  given  with  clearness  and  simplicity. 
One  of  the  quickest  and  most  effective  ways  to  dampen 
the  play  spirit  of  a  group  is  to  have  the  leader  make 
mistakes  in  giving  directions  or  to  give  them  in  such  a 
feeble  or  complicated  way  as  to  leave  the  players  con- 
fused and  consciously  ignorant.  The  player  who  did 
not  hear  or  understand  the  directions  is  like  the  noted 
gentleman  who  was  all  dressed  up  but  had  no  place  to 
go.  By  all  means,  let  the  directions  be  carefully,  accu- 
rately memorized  and  then  enunciated  with  clearness. 

Let  the  leader  explain  the  game  in  such  a  way  as  to 
inspire  confidence.    The  player  who  is  in  greatest  need 


THE  ART  OF  PLAY  SUPERVISION        95 

of  receiving  definite  instructions  may  be  the  one  most 
difficult  to  reach.  Be  sure  to  have  perfect  attention 
while  the  directions  are  being  given.  Do  not  hesitate 
to  repeat  them.  There  is  wide  variation  among  indi- 
viduals with  respect  to  ability  to  grasp  the  details  of 
a  series  of  instructions.  Aim  to  reach  the  slowest  or 
most  stupid  individual  in  the  group.  Give  opportunity 
for  questions  from  those  who  did  not  quite  understand. 
Be  gracious  under  all  circumstances.  If  the  game  is 
somewhat  different  from  an  old  famUiar  one,  be  espe- 
cially careful  to  explain  the  points  of  variation.  Re- 
member that  mental  alertness,  the  essential  character- 
istic of  a  recreational  leader,  is  not  a  universal  trait. 

In  giving  directions  before  the  game  is  played,  the 
leader  should  reflect  the  spirit  of  the  game  rather  than 
assume  a  long-faced,  serious,  stern,  didactic  mood. 
If  the  giving  of  directions  is  long  drawn  out,  the  players 
lose  interest.  What  difference  if  the  king's  EngUsh 
is  murdered  so  long  as  the  ideas  "get  across"?  The 
occasion  is  more  than  the  game.  The  mental  state  of 
the  players  is  the  important  thing.  A  game  well  ex- 
plained finds  the  players  with  accurate  knowledge  how 
to  proceed  and  also  with  minds  eagerly  set  upon  carry- 
ing it  through.  If  there  are  several  who  are  famiUar 
with  the  game,  scatter  them  among  the  uninitiated. 
But  after  the  game  has  started  be  very  careful  about 
calling  a  halt,  reprimanding  those  who  have  made 
errors,  or  starting  all  over  again.  Just  as  the  musical 
leader  destroys  the  spirit  of  worship  by  scolding  the 
singers  who  failed  to  hold  a  certain  note  for  the  required 
number  of  beats,  so  the  recreational  leader  can  rob  a 
game  of  all  its  fun  by  stressing  overmuch  the  directions 
for  playing  it. 

4.  Orders   from   headquarters    only. — There   are 


96  THE  CHURCH  AT  PLAY 

many  reasons  why  the  recreational  leader,  on  a  particu- 
lar occasion,  should  leave  the  unpression  that  he,  him- 
self, is  the  source  of  all  play  instructions.  If  suggestions 
of  what  to  do  come  from  several  sources,  confusion 
is  the  inevitable  result.  Except  in  very  unusual  cases, 
the  director  should  not  delegate  to  others  any  part 
that  will  decentrahze  or  disperse  the  inquiries  of  the 
group.  As  a  leader  of  play  he  must  have  direct  con- 
tact with  all.     Unity  is  thus  achieved. 

But  his  problem  is  not  only  that  of  maintaining 
order.  He  must  create  play  morale.  His  own  contagious 
play  spirit  must  be  caught  by  all  who  are  to  enter  heart- 
ily into  the  program.  Play  suggestions  are  like  vaccina- 
tion. Sometimes  they  "take"  and  sometunes  they  do 
not.  The  recreational  leader's  ideas  and  suggestions 
must  ''take"  if  the  greatest  success  is  to  be  achieved. 
Hence  they  must  all  come  directly  from  himself.  They 
need  the  backing  of  his  own  vivacious  personaHty. 
There  are  some  responsibilities  that  he  cannot  delegate 
to  others. 

5.  Capitalizing  mistakes. — Mistakes  can  often  he 
turned  into  assets  rather  than  liabilities.  Should  mis- 
takes be  painstakingly  corrected  or  turned  immediately 
into  assets?  That  depends  upon  the  nature  of  the  mis- 
take. If  it  results  in  confusion  or  hopeless  disorder 
and  personal  embarrassment  that  cannot  be  turned 
into  good  account,  the  need  of  additional  coaching  is 
evident.  But  if  the  spirit  of  play  is  reaUy  awakened, 
mistakes  are  apt  to  become  occasions  for  laughter  and 
wholesale  coaching  which  add  much  to  the  fun  of  the 
occasion.  Perhaps  the  one  who  made  the  mistake  can 
be  penalized,  much  to  the  amusement  of  all.  Of  course 
mistakes  should  be  anticipated  and  avoided  as  far  as 
possible.    If  the  game  has  been  planned  properly,  the 


THE  ART  OF  PLAY  SUPERVISION        97 

greatest  enjoyment  will  result  when  it  is  played  accord- 
ing to  the  rules.  But  rules  should  not  stand  in  the 
way  of  everybody's  having  a  good  time. 

Then,  too,  it  makes  some  difference  who  it  is  that 
has  made  the  mistake.  Individuals  of  high  professional 
or  social  standing  and  who  submit  to  being  balled  out 
because  of  their  stupidity,  lack  of  attention,  or  awk- 
wardness, thereby  leave  with  others  a  sense  of  tem- 
porary superiority  which  has  been  described  as  "a 
grand  and  glorious  feeling."  A  leader  can  do  many 
things  in  a  spirit  of  fun,  which  in  other  circumstances 
would  be  impossible  or,  at  least,  very  hazardous.  To 
see  a  dignitary  balled  out  for  some  minor  error  and  to 
note  his  spirit  of  good  sportsmanship  in  not  getting 
peeved,  adds  much  to  the  interest  of  an  occasion. 

6.  Let  all  participate. — Strive  to  enlist  the  active 
participation  of  all  rather  than  of  the  few  who  are  most 
skillful  and  ready  to  enter  into  the  games.  Critical  on- 
lookers should  be  gotten  rid  of  both  for  their  own  sake 
and  also  for  the  sake  of  the  active  participants.  Spec- 
tators have  a  right  to  witness  an  entertainment  of 
course;  but  when  the  evening's  program  is  made  up 
of  games  for  aU,  "spectatoritis"  should  be  avoided  as 
though  it  were  poison  ivy.  There  should  be  no  slackers, 
no  aristocrats,  no  autocrats,  and  no  nonparticipating 
stockholders,  but  all  democrats,  actively  interested  and 
ready  to  cooperate  in  making  the  games  successful. 

But  what  can  a  leader  do  when  there  are  only  thirty 
people  present  and  these  range  all  the  way  from  four 
to  sixty-eight  years  of  age?  This  is  exactly  the  situa- 
tion in  many  rural  churches  and  on  some  occasions, 
in  almost  every  church.  The  wider  the  variation  in 
age  and  play  interest  the  greater  the  difficulty  in  secur- 
ing the  active  cooperation  of  all.    In  such  circumstances 


98  THE  CHURCH  AT  PLAY 

the  leader  may  divide  the  group  and  have  two  kinds 
of  games  going  on  at  the  same  time.  He  may  stress 
entertainment  features,  appealing  to  the  most  elementary 
play  motives,  or  he  may  have  to  use  some  games  know- 
ing that  only  a  majority  of  those  participating  will 
fully  enjoy  them. 

7.  Create  a  vacuixm  around  the  "smartie." — In 
nearly  every  church  group  there  is  one  person  who 
thinks  too  highly  of  himself.  On  social  occasions  he 
"behaveth  himself  unseemly."  He  has  an  exaggerated 
notion  of  his  own  native  ability.  His  chief  source  of 
enjoyment  is  found  in  being  "smart."  He  may  possess 
considerable  mental  alertness,  but  he  has  a  disposition 
to  use  it  to  the  annoyance  or  embarrassment  of  others. 

The  recreational  leader  wiU  solve  this  problem — and 
in  many  instances  it  is  a  real  problem — by  directing 
attention  away  from  Mr.  Smartie.  Ignore  him.  Create 
a  social  vacuum  about  him.  Never  choose  him  for  a 
conspicuous  place  in  the  game.  What  he  most  needs  is 
the  suffocation  cure.  Outwit  him  by  creating  a  center 
of  interest  in  which  he  cannot  participate. 

8.  Secure  discipline  through  group  action. — The 
director  of  the  play  'spirit  of  a  group  is  frequently  called 
upon  to  use  a  different  kind  of  group  spirit  for  purposes 
of  discipHne.  A  "smartie"  may  be  shrewd  enough  to 
sense  a  situation  and  sensitive  enough  to  change  his 
attitude.  But  sometimes  the  leader  discovers  the 
presence  of  an  individual  whose  motives  may  or  may 
not  be  bad  but  who  dehberately  interferes  with  the 
program  of  play.  Even  a  gentle,  indirect  hint  that  he 
is  not  playing  the  game  does  not  cause  him  to  mend 
his  ways. 

In  such  circumstances  the  director  should  never  per- 
mit himseK,  as  an  individual,  to  deal  with  the  case.   His 


THE  ART  OF  PLAY  SUPERVISION        99 

greatest  resource  is  not  his  own  authority  but,  rather, 
the  group's  conscious  search  for  pleasure.  Manage  the 
situation  so  that  the  group  will  recognize  the  offender 
in  his  true  light,  as  an  outlaw,  a  disturber.  Their  com- 
mon indignation  will  find  expression  in  some  effective 
way.  Group  discipline  is  more  effective  than  discipline 
administered  directly  by  the  leader  himself. 

9.  How  long  to  play  a  game. — Vary  the  program  by 
selecting  different  types  of  games,  each  being  used  for  a 
specific  purpose.  If  muscles  have  become  tired,  change 
to  games  that  sharpen  the  wits.  Introduce  surprises. 
Monotony  is  the  arch  enemy  of  interest.  Continuous 
appeal  to  a  single  play  motive,  even  if  that  appeal  is 
made  by  many  different  though  similar  games,  tends  to 
destroy  the  play  spirit.  Let  the  leader  plan  a  balanced 
ration.  Do  not  try  to  make  the  meat  course  a  substitute 
for  the  whole  dinner. 

In  discussing  the  subject,  "How  Long  to  Play  a 
Game,"^  Miss  Edna  Geister  points  out  that  there  are 
several  definite  purposes  to  be  achieved  through  the 
evening's  program.  Each  game  selected  is  intended  for 
a  particular  purpose.  Some  games  serve  as  ice-breakers. 
They  are  used  to  get  everybody  into  the  mood  of  play 
and  to  enhst  the  hearty  cooperation  of  all.  Others  are 
intended  to  make  people  laugh,  laugh  heartily  and 
thus  achieve  complete  relaxation.  StiU  others  combine 
rhythm  and  laughter  that  the  larger  benefits  of  recrea- 
tion may  be  secured.  After  one  purpose  has  been 
realized  drop  the  games  that  have  served  that  end 
and  start  in  with  a  new  objective.  A  well-planned 
evening  involves  a  varied  program. 

10.  Music  and  rhythm. — The  right  kind  of  music 


» Ice-Breakers  and  the  Ice  Breaker  Herself,  George  H.  Doran  Company,   ig^i 
edition,  p.  149. 


100  THE  CHURCH  AT  PLAY 

makes  a  direct  and,  usually,  an  irresistible  appeal  to 
the  play  spirit.  When  it  is  used  properly,  young  people 
follow  its  charm  like  the  children  of  Hamlin  Town, 
fascinated  by  the  Pied  Piper.  I  do  not  mean  jazz  or 
stilted  performances  on  the  piano,  but  music — music 
that  stirs  the  imagination  and  quickens  sentiment, 
music  that  suggests  marching  and  singing  and  hearty 
relaxation.  The  kind  of  music  that  creates  the  atmos- 
phere of  recreation  can  cause  the  most  hardened  dis- 
believer to  accept  the  gospel  of  play.  Rhythmic  games 
like  "The  Farmer  in  the  Dell,"  "London  Bridge  is 
Falling  Down,"  or  "Oats,  Peas,  Beans,"  break  out 
spontaneously  among  children  and  suggest  the  native 
charm  and  spell  of  music  and  rhythm. 

Rhythmic  games  and  marching  to  music  had  a 
prominent  place  in  the  play  of  primitive  peoples.  Every 
nationality  seems  to  have  evolved  a  typical  rhythmic 
game  or  games  that  are  expressive  of  ideals  and  tradi- 
tions of  long  standing.  They  are  as  distinctive  and 
honorable  as  folklore.  The  degeneration  of  these 
ancient  forms  of  rhythmic  play  into  the  modern  dances 
is  a  tragic  and  humiliating  story.  To  reclaim  music 
and  rhythm  for  honorable  and  profitable  use  is  a  responsi- 
bility which  every  director  of  social  and  recreational 
life  must  face.  To  associate  rhythm  with  vulgarity  is 
to  join  together  what  nature  intended  to  keep  apart. 
Let  us  now  return  to  sobriety  and  good  taste!  The  bars 
have  been  let  down  long  enough.  Let  the  churches 
help  to  put  up  the  bars  again  and  keep  out  this  motley 
horde  of  copartnership  contortions  by  teaching  their 
young  people  how  to  respond  to  music  and  rhythm 
with  decency  and  beauty  and  order! 

1 1 .  Control  through  mental  alertness. — No  recrea- 
tional director  can  foresee  all  of  the  situations  that  are 


THE  ART  OF  PLAY  SUPERVISION       loi 

going  to  be  created  during  an  evening's  program.  The 
best-laid  plans  are  apt  to  go  awry  unless  all  of  the 
guests  are  stupid  and  docile  to  a  pathetic  degree.  The 
director  is  usually  in  control  of  a  very  alive  and  com- 
pHcated  situation  where  youthful  personalities  are  re- 
acting to  each  other.  Hence  the  necessity  of  mental 
alertness.  The  successful  leader  is  just  one  jump  ahead 
of  all  the  others  all  the  time.  They  are  kept  busy 
keeping  up  to  him. 

This  mental  quality  is  not  boisterousness.  In  order 
to  direct  the  play  activities  of  others  the  leader  does  not 
necessarily  have  to  excel  them  aU  in  blatant  physical 
vigor.  He  who  controls  himself  is  the  one  who  is  fit  to 
control  others.  The  leader's  own  enthusiasm  is  not 
void  of  definitely  conceived  ideas  of  what  it  is  all  about. 
His  aims  are  so  clearly  understood  and  the  means 
needed  to  achieve  those  aims  are  so  familiar  to  him 
that  his  enthusiasm  never  runs  wild.  His  exuberance 
of  energy  never  ceases  to  be  purposeful.  His  success 
consists  in  his  power  both  to  awaken  and  to  direct  or 
control  the  play  spirit  of  the  group. 


CHAPTER  VII 

COMMUNITY  ASPECTS  OF  RECREATIONAL 
LEADERSHIP 

The  recreational  resources  of  the  community. 
Avoiding  dupHcation  and  competition. 

Community  Organization  for  Recreation — City 
Community  Organization  for  Recreation — Rural 

Recreational  programs. 

A  year  of  recreation. 

What  shall  it  profit  a  city  to  gain  the  whole  industrial  and  com- 
mercial world  and  lose  the  souls  of  its  boys  and  girls? 


CHAPTER  VII 

COMMUNITY  ASPECTS  OF  RECREATIONAL 
LEADERSHIP 

In  Chapter  V  it  was  pointed  out  that  the  director  of 
social  and  recreational  activities  in  the  local  church 
cannot  confine  his  activities  to  this  single  institution. 
There  are  community-wide  interests  that  demand  his 
attention.  No  single  church  can  conduct  a  completely- 
successful  program  of  recreation  if  its  attitude  is  one 
of  disregard  for  the  programs  being  carried  out  by 
other  institutions  within  the  same  community.  There 
are  points  at  which  inter-church  or  other  community 
relationships  need  to  be  considered.  Recreational 
standards  or  ideals  should  be  supported  by  the  widest 
possible  pubKc  sentiment.  The  social  relationships  of 
the  young  people  should  not  be  the  cause  of  moral 
embarrassment. 

If  the  young  people  of  one  church  are  expected  to 
maintain  a  certain  high  standard  of  recreational  morality 
and  those  of  another  church  face  less  severe  require- 
ments at  this  point,  a  distinct  disadvantage,  confusion, 
and  embarrassment  will  result.  The  temptation  will 
be  for  all  the  young  people  of  the  community  to  measure 
down  to  the  lowest  level  of  community  respectabihty. 
Of  course,  in  many  outstanding  exceptions,  this  tempta- 
tion will  be  overcome.  But  nevertheless  there  are 
practical  considerations  which  suggest  the  advantage  of 
having  uniform  standards  throughout  the  community. 

The  director  of  recreational  and  social  life  in  a  local 
church  should  become  a  positive  factor  in  the  leisure- 

105 


io6  THE  CHURCH  AT  PLAY 

time  affairs  of  the  whole  community.  If  he  is  tactful 
in  formulating  policies  and  in  making  his  social  con- 
tacts, his  knowledge  and  skill  will  be  taken  advantage 
of  by  institutions  and  organizations  other  than  his 
own.  To  know  the  recreational  needs  and  possibilities 
of  the  entire  community^  is  scarcely  less  important  than 
to  know  those  of  his  own  church. 

The  recreational  needs  of  unchurched  people  of  the 
community  constitute  a  distinct  phase  of  the  director's 
responsibility.  The  Christian  Church  is  not  a  self- 
centered  institution.  It  is  the  custodian  of  truth  that 
has  world-wide  application.  Its  ministry  is  intended 
to  reach  all  the  people.  Its  doors  swing  outward.  The 
abundant  life  not  for  the  few  but  for  the  many  is  the 
goal  of  its  endeavor.  It  would  be  un-Christ-like  for  the 
director  to  so  delimit  his  objective  as  to  have  it  include 
merely  an  ideal  recreational  program  for  a  favored  few. 
Indeed,  one  of  the  most  enjoyable  items  in  the  play 
program  of  any  church  consists  in  providing  recreation 
%»  for  others.  The  motive  of  service  is  not  incompatible 
with  the  play  motive.  To  help  elevate  the  leisure-time 
standards  of  the  whole  community  is  a  vital  and  neces- 
sary form  of  service. 

The  recreational  resources  of  the  community. — 
The  extent  and  variety  of   the  recreational  program 


'  For  suggestions  concerning  the  mode  of  procedure  and  the  value  of  a  recrea- 
tional survey,  consult  the  following: 

Cleveland  Recreational  Survey,  seven  volumes,  25  cents  each.  "Delinquency  and 
Spare  Time,"  "School  Work  and  Spare  Time."  "Wholesome  Citizens  and  Spare 
Time,"  "The  Sphere  of  Private  Organizations,"  "Commercial  Recreation,"  "Pub- 
lic Provision  for  Recreation,"  "Summary." 

Department  of  Surveys  and  Exhibits,  Russell  Sage  Foundation,  New  York,  pub- 
lishes several  pamphlets  and  gives  advice  on  the  making  of  such  surveys. 

Hanmer  and  Perry,  Recreation  in  Springfield,  Illinois,  Russell  Sage  Foundation, 
New  York,  1914. 

Madison,  "The  Four  Lake  City,"  recreational  survey,  Board  of  Commerce, 
Madison,  Wisconsin,  ipiS- 


RECREATIONAL  LEADERSHIP  107 

needed  by  the  members  of  a  single  church  are  such 
that  the  resources  of  the  whole  community  are  needed 
in  order  that  they  may  be  supphed.  The  director 
himself,  unaided,  cannot  supply  the  necessary  lead- 
ership and  equipment,  nor  can  he  secure  additional 
voluntary  leadership  adequate  to  put  on  a  comprehen- 
sive program  for  the  constituency  of  a  local  church  in 
an  ordinary  American  city.  That  program  must  take 
into  account  all  of  the  recreational  needs  of  the  people. 
But  these  needs  are  so  numerous  and  so  varied  that 
the  whole  project  becomes  a  practical  impossibility 
when  conceived  exclusively  in  terms  of  the  local  church. 

The  needs  of  some  members  of  the  church  can  be 
met  best  by  commercial  amusements  such  as  the  motion 
pictures  or  excursions.  But  the  necessary  censorship 
or  supervision  of  these  types  of  recreation  can  be  sup- 
pUed  only  on  a  community  basis.  The  athletic  needs 
of  those  in  the  Senior  and  Young  People's  Departments 
of  the  church  school  can  be  met  in  the  most  satisfactory 
way  only  through  interchurch  leagues  or  tournaments. 
Flower  and  vegetable  exhibitions,  so  essential  in  carry- 
ing through  a  successful  program  of  gardening,  need 
the  support  and  participation  of  all  the  people  of  the 
community  whose  recreational  interests  lie  in  this 
direction.  There  are  few  churches  that  have  sufficient 
resources  to  supply  the  necessary  ''normal'*  training 
for  those  recreational  leaders  who  are  needed  to  supple- 
ment the  work  of  the  paid  director. 

There  are  a  few  programs  and  organizations  that  have 
been  formally  recognized  by  the  larger  denominations, 
that  enjoy  nation-wide  publicity  and  that  are  already 
being  used  in  the  churches.  They  are  backed  up  by 
national  programs  of  promotion.  In  those  localities 
where  the  Boy  Scouts  or  Camp  Fire  Girls  are  maintained 


io8  THE  CHURCH  AT  PLAY 

in  the  churches  of  more  than  one  denomination  some 
form  of  inter-church  activity  is  inevitable.  The  work 
done  in  scouting  or  camp  fire  craft  in  one  church  may 
be  a  stimulus  to  that  which  is  done  in  another.  If  the 
director  is  also  a  Scout  Master,  community  responsi- 
bility will  be  inevitable.  He  may  function  as  the 
servant  of  the  local  council  and  upon  various  council 
committees. 

Avoiding  duplication  and  competition. — In  the 
interest  of  simplicity  and  economy,  duplications  should 
be  avoided.  The  aim  of  the  recreational  director  is 
merely  the  best  use  of  the  leisure  time  of  those  for 
whom  his  programs  are  planned.  He  must  ascertain, 
therefore,  how  much  of  the  leisure  time  of  his  people 
is  already  preempted  by  activities  that  are  administered 
by  other  institutions.  He  dare  not  assume  an  attitude 
of  indifference  or  of  intentional  ignorance  toward  them. 
As  a  church  ofiicer  he  cannot  presuppose  the  right  to 
monopolize  aU  of  the  leisure  time  even  of  his  own  con- 
stituency. But  in  order  to  ascertain  the  range  of  his 
responsibility,  he  must  know  sympathetically  all  of  the 
other  recreational  projects.  Furthermore,  there  are 
some  types  of  play  that  are  most  successful  when  there 
are  a  large  number  of  participants.  Holiday  pageants, 
winter  carnivals,  and  community  singing^  are  usually 
dependent  upon  a  larger  number  of  participants  than  can 
be  suppHed  by  the  ordinary  church.  Old  Home  Week  is 
most  successful  when  projected  on  a  community  basis. 

COMMUNITY   ORGANIZATION   FOR   RECREATION — CITY 

The  outline  or  organization  given  on  page  109  suggests 
the  nature  and  variety  of  leisure-time  activities  found 

1  Bartholomew  and  Lawrence,  Music  for  Everybody,  The  Abingdon  Press,  New 
York,  1920. 


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no  THE  CHURCH  AT  PLAY 

in  the  tj^ical  American  city.  They  are  grouped  under 
seven  categories:  (i)  Athletics  and  Sports,  (2)  Dra- 
matics and  Pageantry,  (3)  Social  Activities,  (4)  Recre- 
ational Centers,  (5)  Gardens,  (6)  Outings,  (7)  Com- 
mercial Recreation. 

A  glance  at  this  array  of  leisure-time  activities  will 
suggest  the  impossibility  of  any  one  person's  furnishing 
adequate  leadership  for  such  a  program.  A  vast  amount 
of  voluntary  or  avocational  service  is  needed.  To  train 
the  necessary  voluntary  and  nonpaid  leaders  is  one  of 
the  primary  responsibilities  of  the  recreational  director. 
In  order  to  make  this  kmd  of  training  possible,  courses 
of  lectures  with  demonstrations  and  field  or  practice 
work  should  be  provided  in  the  subjects  indicated. 
In  the  ordinary  community  training  school  where  a 
three-years'  curriculum  is  provided,  Courses  I,  III, 
IV,  and  V  might  be  given  the  first  year;  VI  and  VIII 
the  second  year;  and  II,  VII,  and  IX,  the  third  year. 

COMMUNITY  ORGANIZATION  FOR  RECREATION — RURAL 

The  chief  difficulty  that  stands  in  the  way  of  a  suit- 
able program  of  recreation  in  the  rural  and  small 
community  is  the  lack  of  trained  leadership.  The 
program  is  not  large  enough  to  support  a  full-time 
supervisor.  Leadership  will  come  naturally  from  the 
ministers  of  churches,  county  Y.  M.  C.  A.  secretaries, 
school  teachers  or  principals. 

After  having  secured  a  leader,  the  first  step  in  the 
development  of  the  program  is  to  find  out  the  real 
boundaries  of  the  community  and  to  include  in  the 
proposed  plans  all  the  people  who  are  within  those 
boundaries.  The  recreational  program,  if  properly  con- 
ducted, will  make  a  significant  contribution  to  the  Hfe 
and  happiness  of  the  people  if  it  can  but  destroy  some 


RECREATIONAL  LEADERSHIP     in 

of  the  social  antagonisms  which  are  the  curse  of  so  many 
rural  communities. 

Recreational  programs.— There  are  several  ways  \ 
by  which  an  organization  can  be  created  and  charged 
with  the  responsibility  of  carrying  out  a  recreational 
program.  As  far  as  possible  plans  and  suggestions 
should  come  from  within  rather  than  from  without 
the  community.  A  public  meeting  can  be  held  follow- 
ing an  entertainment  or  some  other  popular  gathering 
and  an  organization  affected  with  appropriate  com- 
mittees such  as  (i)  Program  Committee,  (2)  Athletics 
Committee,  (3)  Boys'  Work  Committee,  (4)  Girls'  Work 
Committee,  (5)  Lyceum  Course  Committee,  (6)  Music 
Committee,  etc.  The  election  of  officers  and  appoint- 
ment of  a  committee  on  by-laws  and  constitution  should 
precede  the  adoption  of  any  definite  plans. 

Some  of  the  types  of  activities  that  have  been  used 
successfully  are  as  follows:^ 

Old  Settlers^  Meeting.  Make  special  effort  to  have  all 
pioneers  receive  personal  invitation.  Have  two  or 
three  speak  on  such  subjects  as  "The  First  School 
Here,"  "How  Farm  Methods  Have  Changed  in  Sixty 
Years,"  "Our  Good  Times  of  Fifty  Years  Ago."  Later 
play  games  previously  suggested  by  old  settlers.  Re- 
vive some  old-fashioned  games. 

Spelling  Bee.  The  contest  may  be  boys  against  girls 
followed  by  men  against  women,  school  children  against 
adults,  or  mixed  groups  against  each  other.  Have  rules 
thoroughly  explained.  Stick  to  them.  It  is  often 
advisable  to  have  some  one  besides  the  teacher  pro- 
nounce the  words. 


•  Community  Service,  Rural  and  Small  Community  Recreation,  p.  1 14,  New  York 
City,  192 1.     Used  by  permission. 


112  THE  CHURCH  AT  PLAY 

Father  and  Son  Debate.  Get  two  or  three  of  the 
best  speakers  on  each  side.  Choose  an  interestmg  and 
timely  subject.  Help  them  find  material,  also  to  organ- 
ize it.  Be  sure  that  the  two  teams  agree  upon  rules  of 
procedure,  time,  etc.,  before  evening  of  debate.  This 
meeting  may  be  made  unusually  interesting.  Follow 
debate  with  games  or  stunts  in  which  all  may  participate. 

Musical  Program.  Community  singing,  children's 
chorus,  young  people's  quartet  or  chorus,  soloists'  talent 
from  out  of  town.    Follow  with  games. 

"Live  Longer"  Meeting.  Have  children  make  posters, 
rimes  and  jingles  on  health  subjects.  Probably  a  doctor 
or  nurse  from  the  near-by  town  will  give  the  address 
of  the  evening.  Ribbons  might  afterward  be  awarded 
to  the  three  best  posters. 

Community  Christmas  Tree. 

Men's  Program.  Songs,  short  play  or  minstrel  show, 
dialogue,  recitation,  speech,  games,  refreshments.  The 
program  should  be  in  charge  of  men  and  boys. 

Rural  Fair.  Must  be  planned  many  weeks  in  advance. 
May  be  held  at  school,  hall  or  home.  Exhibits:  chil- 
dren's hand  work,  school  work,  club  products,  pets, 
adults'  exhibits  of  canned  and  baked  goods,  fancy 
work,  fruit,  vegetables,  grains,  poultry,  Hve  stock. 
Give  wide  advertising  so  other  communities  may  be 
represented.  If  big  fair  is  too  great  an  undertaking, 
an  exhibit  of  school  work,  pets  and  home  work  of  chil- 
dren may  be  held  the  first  year.  The  larger  fair  can  be 
worked  up  the  second  year. 

Community  Reunion.  The  best  time  for  this  is  prob- 
ably during  the  hohday  season  or  in  the  summer  when 


RECREATIONAL  LEADERSHIP  113 

many  come  home  or  are  visiting.  Have  special  features 
for  those  who  have  been  away.  Some  can  take  part 
in  the  program;  all  can  join  in  games  or  special  stunts. 
The  names  of  some  can  be  used  for  charades.  Com- 
mittee in  charge  plans  all  details  toward  making  those 
who  have  been  away  feel  that  they  are  welcomed  back 
by  neighbors  and  friends. 

Patriotic  Evening.  Decorate  with  flags  that  children 
bring,  bunting,  crepe  paper,  historical  pictures.  Mass 
singing  of  patriotic  songs.  For  variety,  women  and 
girls  sing,  then  men  and  boys. 

Two  or  three  short  talks  on  "How  Patriotism  Is  Tested 
in  Times  of  Peace." 

Music. 

Patriotic  address  or  play. 

Oath  of  allegiance  to  flag. 

"The  Star-Spangled  Banner." 

Even  games  and  refreshments  may  be  given  a  patri- 
otic tone:  national  march,  flag  relay,  all  American 
refreshments. 

Inter-Community  Chautauqua.  This  has  been  done  in 
this  way: 

Three  neighboring  committees  prepare  an  evening's 
entertainment. 

Each  gives  program  in  all  places  on  circuit. 

Inter-Community  Chorus.  A  director  has  charge  of 
the  choruses  in  about  four  centers.  The  combined 
groups  form  one  large  chorus  which  gives  the  concert 
or  cantata  in  all  centers  represented.  If  a  capable 
director  can  be  found,  this  may  be  worked  out  with 
excellent  results. 

A  year  of  recreation. — Some  rural  communities  in 


114  THE  CHURCH  AT  PLAY 

Warren  County,  Ohio,  have  worked  out  the  following 
scheme  of  year-'round  activities  •} 

September 

1.  Institute  conducted  by  Community  Service  con- 
cluded with  General  Community  Play  Day. 

2.  Organization  Story-telling  Club. 

3.  Organization  Games  and  Play  Leaders  Club, 

4.  Organization  Community  Music  Club. 

5.  Organization  Dramatic  Club. 

6.  Organization  Forum. 

October 

1.  Community  Fair  and  Play  Day. 

2.  Regular  meeting  of  each  local  Community  Service 
Club. 

3.  Organization  Hiking  Clubs: 

Bird  Clubs  Camera  Club 

Botany  Treasure  Hunt 

Walnut  Hunt 

4.  Celebration  Columbus  Day. 

5.  Game  Night — Mardi  Gras,  Halloween. 

November 

1.  Armistice  Day  Celebration. 

2.  Pilgrim  pageant  celebrating  the  three  hundredth 
anniversary  since  landing  of  Pilgrims. 

3.  Special  Thanksgiving  stories  in  schools,  churches, 
etc. 

December 

1.  Organization  of  winter  sports. 

2.  General  development  of  indoor  games. 

3.  Community  Christmas  Tree:  carol  singers,  candle 
signal  in  windows. 

1  Community  Service,  Rural  and  Small  Community  Recreation,  pp.  I22fi.,  New 
York  City,  1921.     Used  by  permission. 


RECREATIONAL  LEADERSHIP  115 

January 

1.  New  Year's  Eve  Party— old  customs. 

2.  Continuation  winter  sports  and  indoor  games. 

3.  Organization  debating  society  to  prepare  for  county 
debate  to  be  held  in  late  spring. 

4.  Home-talent  entertainment  under  auspices  of 
dramatic  club. 

5.  Coasting  parties. 

6.  Ice  or  Snow  Carnival. 

7.  McKinley  Day. 

8.  Music  Memory  Contest. 

February 

1.  Community  Chorus  entertainment. 

2.  Ohio  Admission  Day. 

3.  Celebration  Lincoln's,  Darwin's,  or  Washington's 
Birthday. 

March 

1.  Boy  Scout  entertainment — Saint  Patrick's  Day 
party. 

2.  Indoor  community  box  supper  and  games  and 
spelling  bee. 

3.  Audubon  Club  organized. 

4.  Easter  sunrise  celebration:  carols,  egg  rolling  and 
hunts. 

5.  Kite  Tournament — Manual  training  for  kites. 

April 

1.  Organization  of  horseshoe  pitching  league. 

2.  Organization  of  volley  ball  and  indoor  baseball 
leagues. 

3.  Organization  of  botany  hiking  club  under  Scout 
masters  or  botany  teacher  to  continue  through  spring 
and  summer. 


ii6  THE  CHURCH  AT  PLAY 

4.  Marble  and  Top  Tournament. 

5.  Baseball  and  Indoor  Baseball. 

May 

1.  May  Day  Festival  and  games. 

2.  Good  crop  celebration  with  an  address  by  county 
agent  and  State  agriculturist,  and  inaugurate  farm 
products  contest  among  school  children. 

3.  Playground  Institute. 

4.  Croquet. 

5.  Mother's  Day. 

6.  Memorial  Day. 

June 

1.  Flower  Carnival. 

2.  General  school  exhibit  including  home  economics, 
manual  training  bird  house  contest. 

3.  Organization  playgrounds,  vacant  lot  play. 

4.  Volley  Ball  Tournament. 

5.  Flag  Day. 

July 

1.  Horseshoe  Tournament. 

2.  Fourth  of  July  celebration  and  Play  Day. 

August 

1.  Croquet  Tournament. 

2.  Community  Picnic  and  Play  Day. 

3.  Star-study  parties. 

September 

1.  Labor  Day. 

2.  Two  and  three-day  Community  Fair  including: 

a.  Community  games. 
h.  Community  music. 
c.  Exhibit  farm  products. 

3.  Geological  hikes. 


CHAPTER  VIII 

GOOD  TIMES  FOR  CHILDREN 

Some  Guiding  Principles 
Self-assertiveness  in  play. 
Definiteness  in  aim. 
Skill  in  the  use  of  tools. 
Collections  and  sense  of  ownership. 
Need  of  adult  supervision. 
Interest  in  running  games. 
Mechanical  and  geometrical  puzzles. 
Reading,  a  source  of  pleasure. 
Close  contact  with  nature. 
Fondness  for  pets. 
Trial  of  mental  powers. 
Crude  forms  of  humor. 
Dramatic  imitation. 

Games  Children  Like  Best 
Table  games. 
Active  games. 

Dramatic  and  imitative  plays. 
Constructive  work. 
Singing  games. 
The  favorites. 


"Happy  hearts  and  happy  faces, 
Happy  play  in  grassy  places; 
That  was  how  in  ancient  ages 
Children  grew  to  kings  and  sages." 

— Robert  Louis  Stevenson. 


CHAPTER  VIII 

GOOD  TIMES  FOR  CHILDREN 

The  director  of  social  and  recreational  life  will  be 
called  upon  frequently  to  supervise  children's  parties 
and  other  recreational  activities  for  boys  and  girls  in 
the  Junior  Department  or  for  the  younger  children.  The 
recreational  interests,  capacities,  and  needs  of  the 
children  are  the  guiding  principles  in  selecting  the  tjrpes 
of  games  and  other  activities  to  be  used.  The  church 
should  know  how  to  make  its  little  ones  happy  as  well 
as  reverent  and  obedient. 

SOME   GUroHSTG  PRINCIPLES 

The  most  important  facts  and  principles  to  be 
reckoned  with  in  the  supervision  of  the  play  of  these 
younger  children  are  as  follows: 

Self-assertiveness  in  play. — A  spirit  of  indepen- 
dence and  of  self-assertiveness  is  usually  seen  in  the  play 
of  juniors.  These  children  are  investigators.  They  like 
to  make  discoveries,  each  one  for  himself.  Regard  for 
self  comes  before  ability  sympathetically  to  appreciate 
another's  point  of  view.  As  individualists,  they  are 
absorbed  in  types  of  play  that  center  in  their  own 
enjoyment.  Social  bonds  are  beginning  to  make  sub- 
stantial appearance,  though  the  group  of  boys  of  this 
age  resembles  more  a  pack  of  wolves  than  a  society  of 
highly  civilized  grown-ups.  This  is  the  age  of  rough- 
and-tumble.  There  should  be  plenty  of  physical  activity. 

Definitiveness  in  aim. — There  is  an  increasing  pur- 
posefulness,  a  greater  clearness  and  definiteness  of  aim, 

119 


120  THE  CHURCH  AT  PLAY 

together  with  better  practical  judgment  regarding  the 
means  of  achieving  it.  These  boys  and  girls  are  not 
particularly  interested  in  merely  throwing  stones  or 
snowballs.  They  want  to  hit  something.  Merely  going 
for  a  walk  is  uninteresting.  What  they  want  is  to  arrive 
at  a  cave  or  the  bank  of  a  river.  Something  must  be 
achieved.  The  total  experience  must  be  brought  to 
completion. 

Skill  in  the  use  of  tools. — ^There  is  a  rapid  de- 
velopment of  skill  in  the  use  of  tools.  Every  father  and 
mother  knows  how  difi&cult  it  is  to  keep  the  hammer, 
the  saw,  the  box  of  nails,  the  screwdriver,  and  the 
hatchet  from  getting  "lost."  To  become  hammer- wise 
or  saw-wise  during  these  years  is  to  reap  some  of  the 
rewards  of  play.  The  sight  of  some  good  tools  is  often 
all  that  is  needed  to  awaken  the  play  spirit.  Wood- 
working tools  make  a  strong  appeal  to  boys,  while  girls, 
like  their  sister  squaws,  are  fond  of  beadwork,  basketry, 
and  other  kinds  of  domestic  handwork.  Handwork, 
therefore,  will  have  a  large  place  in  the  play  program 
for  these  children. 

Collections  and  sense  of  ownership. — Children  take 
keen  interest  in  making  collections  of  various  things  and 
in  holding  them  as  their  own.  The  sense  of  ownership 
is  a  source  of  real  delight.  All  sorts  of  articles  that 
awaken  a  sense  of  value,  that  can  be  compared  with 
each  other  or  contrasted,  are  hoarded  in  what  is  con- 
ceived to  be  a  safe  place.  These  hand-picked  valuables 
seem  to  be  necessary  accessories  of  this  chUd's  growing 
personality.  They  dignify  and  elevate  his  self-conscious- 
ness. Many  a  happy  hour  has  been  spent  in  looking 
over  and  handling  the  contents  of  a  treasure  box  or  in 
adding  one  more  specimen  to  a  collection  of  birds'  eggs 
or  butterflies. 


GOOD  TIMES   FOR   CHILDREN  121 

Need  of  adult  supervision. — Whatever  play  groups 
or  clubs  are  formed  then  are  apt  to  be  held  together 
rather  loosely  and  are  very  dependent  upon  adult 
supervision.  The  tendency  to  form  gangs  usually, 
appears  about  the  tenth  year  except  in  rural  com- 
munities. The  popularity  of  group  games  increases. 
Self-interests  are  still  prominent  in  the  first  stage  of 
the  development  of  group  consciousness,  but  the  projects 
are  usually  vigorous  and  awaken  a  loyalty  that  often 
borders  on  the  heroic. 

Interest  in  running  games. — Such  interest  cul- 
minates during  these  years.  Skating,  coasting,  hunting, 
throwing,  running,  shooting,  and,  if  opportunity  is  pro- 
vided, swimming  constitute  a  good  share  of  the  play  of 
children  in  the  Junior  Department.  Games  that  involve 
chasing,  such  as  the  many  kinds  of  tag  games,  are  of 
special  interest  and  are  weU  adapted  to  the  physical 
hardihood  found  in  these  boys  and  girls.  Vigorous 
muscular  action  is  usually  the  method  of  expressing  the 
play  spirit.  This  is  the  reason  why  such  games  as 
prisoners  base,  hill-dill,  bull  in  the  ring,  sheep  fold, 
center  base,  fox  and  geese,  hare  and  hounds,  duck  on 
the  rock,  cross  tag,  and  various  forms  of  potato  races 
are  popular  with  boys  and  girls  of  this  age. 

Mechanical  and  geometrical  puzzles. — These  toys 
make  their  strongest  appeal  during  later  childhood. 
They  occasion  a  thrill  of  joy  when  the  end  has  been 
reached  or  the  purpose  achieved.  The  element  of 
pleasant  surprise  which  is  an  essential  part  of  this  kind 
of  play,  is  particularly  appreciated.  It  is  preceded  by 
a  period  of  suspense  and  growing  intensity  of  attention 
which  are  well  suited  to  this  child's  mental  condition. 
The  embarrassment  or  humiliation  which  adults  face 
when  unable  to  see  through  a  conundrum  is  highly 


122  THE  CHURCH  AT  PLAY 

satisfying  to  one  who  himself  hopes  some  day  to  reach 
the  estate  of  dignified  maturity.  For  a  moment  it  puts 
him  in  the  place  of  seeming  intellectual  superiority. 

Reading  as  a  source  of  pleasure. — By  the  time 
children  have  reached  the  fourth,  fifth,  and  sixth  grades 
in  public  school  they  are  able  to  read  readily  and  with 
delight.  It  becomes  a  spiritual  rather  than  a  mechanical 
process.  Attention  is  centered  upon  the  message  itself, 
not  the  means  by  which  the  message  is  conveyed. 
Furthermore,  there  is  sufficient  strength  of  imagination, 
intelligent  regard  for  the  laws  of  human  conduct,  hero 
worship  and  interest  in  other  types  of  individuals,  and 
desire  for  fact  information,  to  make  good  stories  and 
the  more  vivid  historic  narratives  sources  of  real 
pleasure.  Ideas  of  space,  of  time,  and  of  physical 
causation  are  rapidly  unfolding.  This  kind  of  play  can 
be  used  to  quicken  the  moral  sense,  to  guide  curiosity, 
and  to  inspire  the  spirit  of  respect  and  obedience. 

Close-up  contact  with  nature.— Experiences  that  in- 
volve getting  closer  to  nature,  such  as  hunting,  tracking, 
camping,  fishing,  gardening,  and  the  like,  are  first-rate 
kinds  of  play.  The  abundant,  vigorous  sense  percep- 
tions that  come  frOm  close-up  contact  with  things  big 
and  small  suggests  the  reason  why  the  typical  little 
boy  has  such  a  good  time  at  the  big  circus.  Whittier's 
poem,  "The  Barefoot  Boy,"  suggests  how  interested 
children  are  in  squirrels,  honey-bees,  and  flowers. 

Fondness  for  pets. — This  kind  of  play  must  not  be 
overlooked.  Eugene  Field  suggests  that  something  is 
lacking  in  a  boy  who  grows  up  with  no  friendship  exist- 
ing between  himself  and  a  pup.  There  is  a  call  of  life 
to  fife  that  guides  many  children  in  their  play.  Vigor- 
ous curiosity  need  not  result  in  teasing  or  tormenting. 
Children  easily  catch  the  meaning  of  kindness.     City 


GOOD  TIMES   FOR   CHILDREN  123 

children,  especially,  appreciate  an  opportunity  to  play 
with  living  things  in  the  country.  For  there  is  no 
springtune  in  the  midst  of  lifeless  bricks  and  stones. 

Trial  of  mental  powers. — Games  that  involve  trial 
of  the  mental  powers — practical  judgment,  memory, 
attention,  observation — are  very  popular  with  children, 
provided  that  they  are  not  too  difficult.  Hidden  prov- 
erbs, conundrums,  riddles,  guessing  games,  and  arith- 
metical games,  such  as  dominoes,  all  make  a  spontaneous 
and  vital  appeal  to  the  rapidly  developing  play  interest 
of  the  child  of  this  age. 

A  crude  sense  of  humor. — The  more  elementary 
and  crude  forms  of  humor  need  to  be  understood  by  the 
director  of  children's  play.  Children  are  keen  observers. 
They  size  up  people  and  situations  in  unconventional 
but  none  the  less  accurate  ways.  They  are  especially 
fond  of  exaggeration,  pleasant  surprise,  vigorous  sensory 
crudities,  and  particularly  showing  up  the  weaknesses  or 
limitations  of  grown-ups.  Variations  from  conventional- 
ities afford  great  delight.  Even  at  this  early  age,  variety 
constitutes  the  spice  of  life.  Too  much  orderliness  and 
never-ending  dignity  are  a  challenge  to  the  mischief 
demon  which  lurks  in  every  child's  heart.  It  is  one 
of  the  child's  prerogatives — to  keep  his  parents  and 
teachers  from  growing  old. 

Dramatic  imitation. — The  so-called  "period  of 
make-believe"  may  vanish  after  the  sixth  or  seventh 
year,  but  the  dramatic  impulse  remains.  It  is  crude 
and  somewhat  boisterous  in  its  expression;  informal, 
yet  intensely  vital.  There  is  no  more  direct  way  into 
the  heart  of  a  story  or  of  an  important  historic  event 
than  through  dramatics.  To  impersonate  a  hero  and 
act  his  part  is  to  share  his  life  and  ideals.  With  very 
few  suggestions,  children  of  this  age  will  get  up  a  "show" 


124  THE  CHURCH  AT  PLAY 

that  might  be  criticized  severely  from  the  standpoint 
of  technique  but  which  at  least  suggests  the  glow  of 
ardent,  youthful  spirits  aspiring  to  lofty  achieve- 
ments. 

Who  can  estimate  the  direct  and  abiding  influence 
upon  character  for  these  children  to  realize  how  it 
feels  to  be  a  mother,  a  pioneer,  a  military  hero,  a  brave 
sea-captain,  or  a  poHceman  who  loses  his  Hfe  defending 
the  innocent?  The  ticket  to  the  barn  or  attic  show  is 
a  ticket  admitting  the  spectator  to  the  immediate  pres- 
ence of  the  future  moral  strength  of  the  actors.  Chil- 
dren's parties  may  well  include  a  generous  portion  of 
dramatic  play. 

GAMES  CHILDREN  LIKE  BEST 

Some  of  the  more  popular  games  for  children  in  the 
Primary  and  Junior  Departments  of  the  church  school 
(school  grades  I  to  VI)  are: 

Table  games. — Such  as  dominoes,  jack  straws, 
puzzles,  mechanical  toys,  crokinole. 

Active  games. — These  involve  running,  dodging, 
climbing,  throwing,  striking,  kicking,  balancing,  swing- 
ing, teetering,  sliding,  jumping,  swimming  (under  care- 
ful supervision)  and  tumbling. 

Dramatic  and  imitative  plays. — Stories  that  are 
properly  selected  may  be  acted  out,  though  the  leader 
should  be  careful  not  to  be  too  strict  in  his  emphasis 
upon  details.  It  is  the  spirit  of  the  story  or  of  the  play 
that  is  the  chief  thing. 

Constructive  work. — Here,  again,  interest  does 
not  center  in  details  of  workmanship.  The  earlier 
attempts  to  make  play  houses,  tree  platforms,  huts, 
stores,  kites,  spool  machinery,  snares,  willow  whistles, 
water  wheels,  doll  furniture,  wind-mills,  and  all  sorts 


GOOD  TIMES   FOR   CHILDREN  125 

of  raffia  and  rattan  articles  will  be  crude.  But  children 
enjoy  it  and  it  has  very  great  educative  value. 

Singing  games. — These  are  always  welcome  play 
suggestions,  especially  if  the  old  favorites  are  included: 
Iliskit,  Itaskit;  Muffin  Man;  Mulberry  Bush;  Did  You 
Ever  See  a  Lassie?  Oats,  Peas,  Beans;  London  Bridge; 
Farmer  in  the  Dell;  Nuts  in  May. 

The  favorites. — The  following  games,  involving 
chasing,  hiding,  throwing,  hunting,  and  shooting,  are 
also  very  popular:  Hide-and-Seek,  Puss  in  the  Corner, 
Drop  the  Handkerchief,  Have  You  Seen  My  Sheep?  Tag, 
Hill-Dill  or  Pom-Pom  Pull  Away,  Dare  Base;  Run, 
Sheep,  Run;  Follow  the  Leader,  Black  Man,  Going  to 
Jerusalem,  Hoop  Race,  Potato  Race,  Bean  Bags,  Ring 
Toss,  Bubble  Blowing,  Jacob  and  Rachel,  Bull  in  the 
Ring,  Prisoner's  Base,  Simon  Says,  Baste  the  Bear,  Buzz, 
Three  Deep,  Black  and  White,  Poison,  and  Dodge  Ball. 


CHAPTER  IX 
SCOUTING  UNDER  CHURCH  AUSPICES 

Religious  policy. 

Some  Facts  about  Scouting 
Publications. 

Character  and  Citizenship  through  Scouting 
The  chief  values  of  scouting. 
Practical  information. 
Pre- vocational  guidance. 
Discovery  and  training  of  leaders. 
Social  contacts. 
Mental  discipline. 
Adolescent  virtues. 

The  Pine  Tree  Patrol 
The  pine  tree  duty  roster. 
How  to  launch  a  Scout  program. 

"Dad,  I've  joined  the  Scouts." 

"What?    What  are  the  Scouts?" 

"Why,  Dad,  don't  you  know?  Scouts  go  camping,  and  do  first 
aid,  and  signaling,  and  go  on  hikes,  and  fight  fires,  and  every- 
thing." 

"Well,  that's  tdl  right,  but  what  has  that  to  do  with  the  Sunday 
school?" 

"Why,  our  Scout  troop  is  the  Sunday  school  class.  We're  going 
to  have  Sunday  school  on  Sunday  and  Scout  work  through  the 
week,  and  we  meet  right  at  the  church,  and  Mr.  Simpson,  the 
teacher,  is  going  to  be  the  Scoutmaster.  Mr.  Simpson's  an  old 
Scout  himself,  and  has  been  camping  lots  of  times,  and  he  says  this 
Scout  troop  is  going  to  be  a  big  thing  in  our  church,  and  there's  lots 
of  things  we  can  do.  Some  of  the  big  feUows  are  going  to  be  in  the 
troop  too ;  they'll  be  assistant  Scoutmasters." 

"Well,  boy,  that  soimds  good.  Go  to  it!  Wish  the  Sunday 
school  had  had  something  like  that  when  I  was  a  boy.  Maybe  I'll 
come  down  to  church  to  see  you  some  time." — The  Methodist  Epis- 
copal Sunday  School  and  the  Scout  Movement. 


CHAPTER  IX 
SCOUTING  UNDER  CHURCH  AUSPICES 

Scouting  has  become  identified  with  the  work  of  so 
many  churches  that  the  director  of  social  and  recrea- 
tional phases  of  the  church's  activities  is  compelled 
to  take  its  program  into  account.  It  is  estimated  that 
ninety  per  cent  of  the  scout  troops  are  organized  in 
churches  or  because  of  the  interest  of  church  leaders. 
Several  leading  denominations  have  issued  special  cir- 
culars setting  forth  their  policies  of  cooperation  with 
the  scout  movement.^ 

Religious  policy. — ^The  religious  policy  of  the  Boy 
Scout  movement  is  set  forth  in  the  following  state- 
ment:^ "The  Boy  Scouts  of  America  maintain  that 
no  boy  can  grow  into  the  best  kind  of  citizenship  with- 

•  The  titles  of  some  of  these  pamphlets  are: 

The  Scout  Master  Speaks  (a  booklet  of  testimony  by  church  leaders  who  are  also 
leaders  in  the  Boy  Scout  Movement),  published  by  the  Federal  Council  of  the 
Churches  of  Christ  in  America,  ids  East  22nd  Street,  New  York  City. 

Methodist  Episcopal  Sunday  School  and  the  Boy  Scout  Movement,  published  by 
the  Board  of  Sunday  Schools  of  the  Methodist  Episcopal  Church,  58  East  Wash- 
ington Street,  Chicago. 

Boy  Scouts  and  the  Church,  issued  by  the  Committee  on  Religious  Education  of  the 
Northern  Baptist  Convention,  Philadelphia,  Pennsylvania. 

Boy  Scouts  and  the  Presbyterian  Church,  prepared  by  the  Assembly's  Committee 
on  Men's  Work  of  the  Presbyterian  Church,  U.  S.  A.,  156  Fifth  Avenue,  New 
York  City. 

The  Boy  Scouts  and  Wesley  Intermediate  Bible  Classes,  published  by  the  General 
Sunday  School  Board  of  the  Methodist  Episcopal  Church,  South,  810  Broadway, 
Nashville,  Tennessee. 

Scouting  Under  Catholic  Leadership,  by  the  National  Cathohc  War  Council, 
1312  Massachusetts  Avenue,  Washington,  D.  C. 

The  Boy,  the  Church,  and  Scouting,  published  by  the  Congregational  Education 
Society,  14  Beacon  Street,  Boston,  Massachusetts. 

'  Twelfth  Annual  Report,  page  3.  This  report  of  142  pages  was  printed  by  Act 
of  Congress  and  mailed  as  a  Government  Document  to  all  scoutmasters  and  other 
oflBcers.  A  limited  supply  of  extra  copies  can  be  secured  at  National  Headquarters, 
200  Fifth  Avenue,  New  York  City,  or  through  the  applicant's  Congressman. 

129 


130  THE  CHURCH  AT  PLAY 

out  recognizing  his  obligation  to  God.  The  recognition 
of  God  as  the  ruHng  and  leading  power  in  the  universe, 
and  the  grateful  acknowledgment  of  his  favors  and 
blessings  is  necessary  to  the  best  type  of  citizenship 
and  is  a  wholesome  thing  in  the  education  of  the  grow- 
ing boy.  No  matter  what  the  boy  may  be — Catholic 
or  Protestant  or  Jew — this  fundamental  need  of  good 
citizenship  should  be  kept  before  him. 

"The  Boy  Scouts  of  America,  as  an  organized  body, 
therefore,  recognizes  the  religious  element  in  the  train- 
ing of  a  boy,  but  it  is  absolutely  nonsectarian  in  its 
attitude  toward  that  religious  training.  Its  policy  is 
that  the  religious  organization  or  institution  with  which 
the  Boy  Scout  is  connected  shall  give  definite  attention 
to  his  religious  life.  If  he  be  a  Roman  CathoHc  Boy 
Scout,  the  church  of  which  he  is  a  member  is  the  best 
channel  for  his  training.  If  he  be  a  Hebrew  boy,  then 
the  synagogue  will  train  him  in  the  faith  of  his  fathers. 
If  he  be  a  Protestant,  no  matter  to  what  denomination 
of  Protestantism  he  may  belong,  the  church  of  which 
he  is  an  adherent  or  a  member  should  be  the  proper 
organization  to  give  him  an  education  in  the  things 
that  pertain  to  his  allegiance  to  God." 

SOME  FACTS  ABOUT  SCOUTING 

The  wide  use  which  the  churches  are  making  of  the 
Boy  Scout  program  is  suggested  by  the  following  facts: 

During  the  year  192 1  there  were  7,185  church  build- 
ings used  as  the  meeting  places  for  scout  troops.  This 
is  forty  per  cent  of  the  entire  number  of  places  thus 
used.  During  the  same  year  there  were  2,484  clergy- 
men who  acted  as  scoutmasters.  In  the  total  of  16,910 
scoutmasters  who  served  during  this  year,  only  one 
occupation  furnished  a  greater  niunber  than  this.    The 


SCOUTING  UNDER  CHURCH  AUSPICES     131 

total  number  of  troops  registered  at  National  Head- 
quarters December  31,  192 1,  was  17,589;  9,060  troops 
are  connected  directly  and  officially  with  local  churches. 
Of  this  number  2,407  are  Methodist  Episcopal;  1,346 
are  Presbyterian;  and  924  are  Baptist;  933  are  Roman 
Catholic.  The  total  number  of  scouts  on  the  above 
date  was  392,288.  The  number  of  scoutmasters,  troop 
committee  men,  and  other  officers  was  120,819.  The 
grand  total  membership  of  the  entire  organization  was 
513,107.  The  grand  totals  for  the  six  preceding  years 
are  as  follows:  1920,  484,831;  1919,  462,781;  1918, 
420,006;  1917,  356,609;  1916,  245,073;  1915,  182,303. 

Since  the  organization  of  the  Boy  Scouts  of  America 
more  than  3,000,000  American  boys  have  subscribed 
to  the  scout  oath:  "On  my  honor  I  will  do  my  best 

1.  To  do  my  duty  to  God  and  my  country,  and  to 

obey  the  scout  law. 

2.  To  help  other  people  at  all  times. 

3.  To  keep  myself  physically  strong,  mentally  awake 

and  morally  straight." 
Since  it  is  a  fundamental  principle  of  the  movement 
that  a  boy  cannot  become  the  best  kind  of  a  citizen 
without  recognizing  his  obligation  to  God,  only  men 
who  are  wHLing  to  subscribe  to  this  principle  are  entitled 
to  certfficates  of  leadership  in  the  movement. 

One  of  the  striking  educational  aspects  of  the  scout 
movement  is  seen  in  its  system  of  awarding  merit 
badges  to  first-class  scouts  and  to  scout  officials  for 
proficiency  in  sixty-nine  different  fines  of  activity.  The 
list  includes  such  subjects  as  carpentry,  civics,  dairying, 
first  aid,  hiking,  surveying,  scholarship,  architecture, 
wireless,  music,  book-binding,  pioneering.  A  substantial 
pamphlet  Hterature  has  been  created  on  each  subject. 
The  great  value  of  this  phase  of  scouting  from  the 


132  THE  CHURCH  AT  PLAY 

standpoint  of  prevocational  guidance  is  widely  recog- 
nized. More  than  325,000  merit  badges  have  been 
awarded  since  this  phase  of  the  work  was  inaugurated. 
The  total  number  of  merit  badges  awarded  during  the 
year  192 1  was  110,836.  Interest  in  this  aspect  of  scout- 
ing is  rapidly  increasing.  During  this  year  the  ten 
most  popular  subjects  were  public  health  (7,465),  per- 
sonal health  (7,325),  firemanship  (7,141),  swimming 
(6,629),  first  aid  (5,837),  first  aid  to  animals  (4,618), 
pioneering  (4,604),  craftsmanship  (4,395),  safety  first 
(4,185),  cooking  (3,862).  The  increase  in  the  number 
of  badges  awarded  during  the  first  five  months  of  1922 
was  41  per  cent  over  those  of  the  corresponding  period 
of  the  preceding  year. 

The  extent  of  the  camping  program  of  the  movement 
is  indicated  by  the  following  facts:  In  192 1,  there  were 
322  camps  maintained  by  first  class  councils.  The  daily 
capacity  of  these  camps  was  30,704.  The  number  of 
troop  camps  was  503.  The  total  number  of  organized 
camps  with  adult  officers  who  have  been  guided  by  the 
Scout  standards  and  requirements  is  2,275.  Over  5,000 
merit  badges  in  camping  have  been  awarded. 

The  annual  cash  receipts  of  the  supply  department  is 
more  than  half  a  million  dollars.  The  profit  on  the  total 
net  sales  is  approximately  five  per  cent.  The  number 
of  orders  filled  each  year  is  about  one  hundred  thousand 
and  the  percentage  of  error  on  the  total  transactions  is 
less  than  one  per  cent.  A  suit  consisting  of  coat  and 
breeches  and  made  of  good  wool  Melton  costs  the 
scout  $13.50. 

Publications. — The  most  important  publications  for 
which  the  movement  is  directly  responsible  are: 

Boys^  Life,  the  official  Boy  Scout  magazine,  made  up 
of  serial  and   short  stories,   and   special  inspirational 


SCOUTING  UNDER  CHURCH  AUSPICES     133 

articles  devoted  to  character-building  and  citizenship 
training.  The  subscription  price  is  $2  per  year.  It  is 
sold  on  approximately  a  cost  basis. 

Scouting,  an  eight-page  monthly  for  scout  leaders, 
giving  current  information  about  the  movement  and 
special  articles  on  the  technique  of  scouting. 

The  Scout  Executive,  a  monthly  publication  intended 
to  meet  the  needs  of  ex&cutives  in  the  field  promotion 
and  organization  department.  The  circulation  is  limited 
to  the  500  executives. 

Boy  Scout  Handbook,  a  512-page  manual  now  in  its 
twenty-fourth  edition  and  sold  at  cost  to  boys  of  scout 
age.  It  is  used  to  guide  all  scouts  in  their  activities 
and  is  in  demand  outside  of  the  scout  organization. 
Since  1910,  1,665,400  copies  have  been  sold.  During 
the  year  192 1  two  editions  of  100,000  each  were  printed. 
This  is  essentially  a  boy's  book.  It  contains  550  illus- 
trations and  is  full  of  practical  suggestions  concerning 
woodcraft,  camping,  signaling,  first  aid,  wild  life,  and 
other  subjects  of  intense  interest  to  boys. 

Handbook  for  Scout  Masters,  a  600-page  manual  for 
scoutmasters.  Such  subjects  as  problems  and  methods 
of  dealing  with  boys,  vocational  guidance,  physical 
welfare,  tobacco,  alcohol,  sex,  first  aid,  signaling,  rela- 
tions to  home,  school,  church,  community,  and  nation 
are  discussed. 

Community  Boy  Leadership,  a  500-page  manual  for 
scout  executives  and  other  civic  leaders  interested  in 
helping  boys  to  become  good  citizens.  An  edition  of 
2,000;  price,  $3. 

Boy  Scout  Diary,  a  serviceable  little  book,  vest-pocket 
size,  containing  256  pages  of  useful  information.  The 
annual  edition  is  about  75,000. 

Other  publications  are  Pine  Tree  Patrol,  Boy  Scout 


134  THE  CHURCH  AT  PLAY 

Song  Book,  Sea  Scout  Manual,  Merit  Badge  booklets 
(69  subjects),  Boy  Scout  Year  Book,  and  several  series 
of  Boy  Scout  story  books.  The  latter  are  published  by 
private  houses.  Of  the  many  such  series  the  best  are 
"Every  Boy's  Library"  and  "Boy  Scout  Life  Series." 

CHARACTER    AND    CITIZENSHIP    THROUGH    SCOUTING 

The  scout  program  emphasizes  outdoor  life.  It  is  a 
carefully  developed  system  of  practical  activities  which 
are  carried  on  under  the  guiding  ideals  of  the  scout 
oath  and  law.  The  scout  law  holds  before  the  scouts 
twelve  primary  virtues.  A  scout  is  trustworthy,  loyal, 
helpful,  friendly,  courteous,  kind,  obedient,  cheerful, 
thrifty,  brave,  clean,  reverent.  In  a  sane  and  healthful 
way  the  scout  program  offsets  the  disadvantages  of 
modern  civilization.  It  develops  the  power  of  self- 
reliance,  initiative,  resourcefulness,  and  moral  virility. 

In  providing  the  early  adolescent  boys  with  interest- 
ing, wholesome  activities  it  preempts  his  leisure  time. 
Juvenile  delinquency  has  been  greatly  reduced  in  many 
communities  as  a  result  of  the  introduction  of  scouting. 
Scouting  has  proven  its  effectiveness  not  only  in  con- 
serving the  leisure  time  but  also  the  surplus  energy  and 
spare  money  of  a  substantial  portion  of  the  future 
American  citizens. 

The  chief  values  of  scouting.— The  chief  values  of 
scouting  are  found  in  the  following  facts: 

Practical  information. — Through  his  contact  with 
scouting,  the  hoy  acquires  a  substantial  amount  of  practical 
information  which  is  not  contained  in  the  ordinary  school 
curriculum.  He  is  given  information  that  is  useful  in 
everyday  life  regardless  of  his  future  vocation,  economic 
status,  or  geographical  location.  Knot-tying,  camping, 
hiking,  personal  health,  first  aid,  how  to  manage  a 


SCOUTING  UNDER  CHURCH  AUSPICES     135 

crowd  in  a  panic,  safety  first,  and  many  other  types  of 
[practical  information  are  substantial  assets  for  every 
i\merican  citizen.  The  time  spent  in  gaining  practical 
familiarity  with  such  matters  is  not  wasted. 

Prevocational  guidance. — Scouting  includes  a  prac- 
tical program  in  prevocational  guidance.  The  merit  badge 
system  brings  to  the  attention  of  the  boy  a  large  range 
of  vocational  interests.  He  is  not  expected  to  concen- 
trate permanently  upon  any  one  of  them,  though  any 
one  may  be  a  hobby  which  will  engage  his  efforts  for  a 
while.  The  merit  badge  pamphlets  on  agriculture, 
architecture,  bee-keeping,  blacksmithing,  business,  car- 
pentry, chemistry,  craftsmanship,  dairying,  electricity, 
and  many  other  subjects  give  the  scout  a  practical  in- 
sight into  the  occupational  activities  in  these  respective 
fields.  A  wide  range  of  such  information  helps  to  safe- 
guard him  against  wrong  vocational  choices.  He  has  a 
knowledge  of  several  possible  choices  and  thus  his  final 
decision  is  made  with  greater  intelligence. 

Discovery  and  training  of  leaders. — Through  the 
scout  program  leadership  qualities  are  discovered  and 
training  in  leadership  is  provided.  The  well-trained  scout- 
master, instead  of  himself  becoming  the  government  of 
his  troop,  tactfully  supervises  its  activities  in  such  a 
way  that  the  government  that  lies  inherent  in  the  troop 
will  emerge.  The  scouts  discover  leadership  among 
themselves.  As  that  indigenous  govermnent  emerges  it 
may  be  an  autocracy.  Many  a  troop  is  governed  by  a 
buUy  until  the  autocrat  is  overthrown  by  a  revolution 
that  sets  up  a  democracy.  All  such  experiences  are 
highly  valuable  from  the  standpoint  of  training  in 
citizenship.  Native  leadership  qualities  are  thus  dis- 
covered and  reaUzed.  The  strength  of  one  will  is 
measured  against  that  of  another.    Ability  to  size  up 


136  THE  CHURCH  AT  PLAY 

boys  is  developed.  Foresight  and  tact  are  stimu- 
lated. The  discovery  of  boy  leadership  and  the  tactful 
placing  of  responsibility  through  the  scout  program 
results  in  the  conservation  of  the  nation's  most  valuable 
resources. 

Social  contacts. — Scouting  multiplies  the  social  con- 
tacts of  boys  with  men  of  recognized  character  and  ability. 
One  of  the  outstanding  weaknesses  of  our  present 
civilization  is  found  in  the  fact  that  children  and  youth 
of  the  same  age  are  together  a  great  deal,  while  frequent 
association  with  others  older  than  themselves  is  be- 
coming less  and  less  frequent.  The  result  is  that  the 
social  inheritance  is  becoming  more  and  more  meager. 
Some  of  the  best  moral  ideals  and  traditions  are  not 
being  transmitted  from  one  generation  to  another  as  in 
former  times.  The  scout  movement  helps  to  counteract 
this  unfortunate  tendency.  It  places  the  scouts  in 
frequent  and  close  personal  touch  with  men  of  the 
highest  character.  Lessons  in  moral  self-control  are  thus 
learned  by  imitation,  WhUe  mastering  the  scout  re- 
quirements a  boy  may  be  absorbing,  unconsciously, 
some  of  the  character  values  of  the  scoutmaster. 

Mental  discipline. — Scouting  furnishes  a  program 
through  which  mental  discipline  is  achieved.  The  various 
types  of  scout  activities  result  in  the  development  of 
mental  alertness,  power  of  observation,  undivided 
attention,  social  imagination,  prudential  control,  power 
of  relaxation,  and  practical  judgment.  Many  of  these 
splendid  powers  are  not  achieved  through  a  program 
of  textbook  study  and  recitation.  They  are  realized 
in  the  atmosphere  of  the  camp,  the  hike,  nature  study, 
stalking,  woodcraft.  The  scout  who  finds  himself  in 
the  midst  of  new  surroundings  that  require  self-reliance 
develops  a  type  of  mental  alertness  and  of  practical 


SCOUTING  UNDER  CHURCH  AUSPICES     137 

judgment    that    are    of    great    social    and    vocational 
value. 

Adolescent  virtues. — Scouting  makes  early  adolescent 
virtues  interesting  and  desirable.  There  is  very  httle 
place  for  "good  talk  in  the  abstract"  in  the  scout  pro- 
gram. Its  aim  is  to  build  up  the  boy's  "action  system." 
The  types  of  activities  provided,  however,  are  inher- 
ently interesting.  They  appeal  to  the  boy's  spontaneous 
sense  of  value.  But  in  order  to  achieve  these  interest- 
ing objectives,  moral  qualities  are  necessary.  They  are 
not  only  necessary  but  also  are  the  basis  of  social  ap- 
proval. To  be  a  good  scout  a  boy  must  be  thrifty, 
self-reliant,  courageous,  industrious,  honest,  cheerful, 
courteous,  kind,  adventurous,  reverent.  His  mind  is 
not  centered  upon  those  qualities,  however,  as  much 
as  it  is  upon  doing  certain  things  provided  for  in  the 
scout  program.     Character  is  a  by-product. 

THE  PINE  TREE  PATROL^ 

One  of  the  most  significant  contributions  to  the 
scout  movement  has  been  made  by  James  A.  Wilder, 
the  author  of  The  Pine  Tree  Patrol.  This  scheme  of 
organizing  and  administering  the  scout  program  greatly 
simplifies  the  task  of  the  scoutmaster.  It  results  in 
greater  interest  and  satisfaction  on  the  part  of  the 
scouts.  It  makes  easily  possible  the  realization  of  the 
play  spirit.  It  suggests  how  to  proceed  after  the  boys 
have  mastered  the  fundamental  requirements  of  mem- 
bership in  the  troop. 

The  pine  tree  duty  roster. — Each  patrol  consists  of 
eight  scouts.  Those  in  the  front  rank  are  called  the 
"Reds."  They  are  given  the  numbers  "S.i,"  3,  5,  7. 
Those  m  the  rear  rank  are  the  "Blues."     Their  numbers 


'  Wilder,  The  Pine  Tree  Patrol,  Department  of  Scout  Supplies. 


138 


THE  CHURCH  AT  PLAY 


are  "J.2,"  4,  6,  8.  "S"  stands  for  ''Senior,"  and  "J,"  for 
"Junior"  patrol  leader.  The  following  diagram  suggests 
the  position  of  each  in  the  patrol  alignment. 


J-^^-^j5>:^(^® 


The  interests  and  activities  of  the  troop  are  organ- 
ized in  terms  of  the  patrol  unit.  They  are  subdivided 
into  five  classes:  (i)  Morale,  (2)  Personnel,  (3)  Ma- 
terial, (4)  Pratique,  (5)  Cuisine.  But  these  five  aspects 
of  the  program  are  so  interwoven  that  scouting  is  made 
to  appeal  to  the  scouts  as  a  grand  adventure.  The 
"system"  is  simple  and  rigid  but  it  is  so  lacking  in 
artificialities  that  the  boys  are  unaware  of  it.  They 
are  thrilled  with  eager  anticipation.  They  are  lost  in 
the  game. 

Number  i,  the  senior  patrol  leader,  is  the  scoutmas- 
ter's right  hand  man.  He  is  chosen  for  his  scout  qual- 
ities, steadiness,  cool-headedness,  grit.  He  is  an 
outstanding  example  of  trustworthiness,  obedience, 
loyalty.  He  carries  greater  responsibility  than  any 
other  scout  in  the  troop.     He  is  alert  in  taking  orders 


SCOUTING  UNDER  CHURCH  AUSPICES     139 

from  the  scoutmaster.  He  is  concerned  with  the  safety, 
happiness,  and  comfort  of  the  scouts  under  his  care. 
The  honor  of  the  patrol,  its  health,  housing,  and  happi- 
ness suggest  the  range  of  his  responsibility.  His  detailed 
duties  include  calling  the  roll,  reporting  absentees, 
posting  notices,  reading  orders,  presiding  at  business 
meetings,  supervising  the  work  of  the  scribe  (Number  3). 

Number  2,  the  assistant  patrol  leader,  is  called 
"Junior."  He  is  second  in  command.  He  is  chief  of 
the  Blues  as  Senior  is  of  the  Reds.  When  occasion 
demands,  he  takes  the  place  of  Senior.  He  is  the  chief 
commissary  officer,  looking  after  the  eats.  He  is  respon- 
sible for  the  food.  As  chief  purchasing  agent  he  decides 
what  food  to  buy  and  how  to  store  it.  His  specialty 
is  cooking — a  subject  which  he  studies  with  great  care. 
He  knows  how  to  protect  the  property  of  the  troop 
from  rust,  mildew,  and  moths.  He  is  clean  and  loves 
order.  "He  shines,  pohshes,  and  scours  like  an  old- 
fashioned  Yankee  housewife."  As  head  of  the  Blues 
he  has  their  assistance  whenever  needed  in  preparing 
food,  making  fires,  disposing  of  the  garbage.  When 
the  patrol  moves  on  after  a  meal  or  a  night's  camp  he 
sees  to  it  that  it  "leaves  no  sign"  of  paper,  tin  cans, 
or  other  rubbish. 

Number  3  is  called  the  Scribe.  He  is  chosen  because 
of  his  neatness,  accuracy,  and  other  qualities  found  in 
a  good  secretary,  bookkeeper,  librarian,  ambulance 
man,  and  log-keeper.  He  serves  the  patrol  as  its  secre- 
tary and  treasurer.  He  attends  to  all  application 
blanks,  correspondence,  merit  badge  appHcations,  etc. 
He  is  familiar  with  all  trespass,  game,  and  trafiic  laws. 
As  first-aid  expert  he  is  responsible  for  a  full  and  clean 
first-aid  kit.  He  is  the  bird  expert  and  makes  a  special 
study  of  nature. 


I40  THE  CHURCH  AT  PLAY 

Number  4  is  called  the  Baker,  He  is  Junior's  best 
man.  His  special  care  is  the  dry  rations,  flour,  meal, 
cereal,  sugar,  salt.  He  tends  the  cooking  fire.  He 
also  arranges  the  mess-gear  so  as  to  make  the  work  of 
Junior  as  Hght  as  possible.  Camp  cooking  is  his  special 
hobby.  He  is  personally  responsible  for  the  condition 
of  pots,  pans,  kettles,  etc.  He  himself  does  the  hard 
work  in  keeping  them  all  in  prime  condition.  The 
hands  and  finger  nails  of  the  Baker  are  clean. 

Number  5  has  charge  of  camp  illumination.  He  is 
therefore  called  the  Lighter,  Signaling,  electricity,  wire- 
less, telephony,  and  post-office  regulations  are  his 
specialties.  He  has  charge  of  smoke-signals,  tracking, 
torches,  council  fires,  signal  fires,  and  all  fire  protection 
plans.  This  scout  locates  the  nearest  doctor  and  the 
nearest  telephone  as  soon  as  the  troop  or  patrol  arrives 
at  camp. 

Number  6,  called  Waterboy,  locates  and  investigates 
the  water  supply.  He  looks  out  for  water  used  for 
bathing,  washing,  and  drinking.  He  boils  water  that 
he  thinks  not  absolutely  safe,  twenty  minutes  before 
using  it  for  drinking.  He  cooperates  with  the  Board  of 
Health.  He  also  has  personal  charge  of  all  perishable 
food  such  as  vegetables,  meats,  fish,  etc.  He  knows 
all  about  fighting  fire — is  a  sort  of  fire  warden  or  head 
fireman. 

Handyman  is  the  name  used  to  designate  Number  7. 
Field  engineer  is  perhaps  a  better  title.  He  knows  all 
about  the  use  of  rope,  how  to  make  lashings,  bridges, 
towers,  derricks.  He  is  the  expert  in  splicing,  whipping, 
and  knot-tying.  This  busy  scout  is  also  carpenter, 
plumber,  blacksmith,  tinker,  tailor,  and  tent-maker. 
He  has  charge  of  the  tools,  rope,  nails,  and  other  repair 
stuff. 


SCOUTING  UNDER  CHURCH  AUSPICES     141 

Usually  Number  8,  Woodman,  is  the  last  boy  to 
join  the  patrol.  Woodcraft  is  his  specialty.  He  knows 
how  to  use  the  knife  and  hatchet.  He  is  the  custodian 
of  the  patrol  museum  with  its  rich  store  of  leaves,  bark, 
flowers,  fruit,  and  herbs.  He  makes  a  special  study 
of  mushrooms.  When  a  garbage  pit  or  "incinerary" 
is  needed,  Woodman  is  called  upon.  His  loyalty  is 
seen  in  his  keeping  the  camp  site  clean. 

How  to  launch  a  scout  program. — Experience  has 
shown  that,  ordinarily,  it  is  not  wise  to  launch  a  scout 
program  in  a  wholesale  way,  sweeping  into  the  member- 
ship of  one  or  more  troops  all  available  boys  of  scout 
age.  A  better  way  is  to  select,  at  first,  eight  of  the 
most  alert  and  capable  boys — organizing  them  into  a 
patrol  and  teaching  them  the  tenderfoot  requirements. 
After  these  requirements  have  been  learned,  select 
eight  more  outstanding  boys  and  form  them  into  a  second 
patrol.  Let  the  scouts  of  the  first  patrol  master  the 
second-class  requirements  and,  at  the  same  time,  teach 
the  tenderfoot  requirements  to  the  members  of  the 
new   patrol. 

This  principle  can  be  followed  in  teaching  all  the 
boys  the  scout  requirements  and  thereafter,  in  follow- 
ing out  the  program  of  the  Pine  Tree  Patrol.  It  yields 
greater  stability  and  success  than  the  ordinary  wholesale 
method. 

It  is  important  that  the  question  as  to  whether  there 
shall  be  a  troop  in  connection  with  a  local  church  be 
thoroughly  considered  by  the  governing  body,  that  is, 
the  Board  of  Trustees,  Board  of  Elders  or  Deacons, 
and  made  a  matter  of  formal  action.  Indeed,  this  is 
required  by  the  application  for  a  troop  charter.  In 
some  communities  it  has  been  found  desirable  to  go 
further,  and  present  the  question  to  the  entire  congre- 


142  THE  CHURCH  AT  PLAY 

gation  so  as  to  make  sure  there  is  a  sympathetic  under- 
standing and  appreciation  of  the  value  of  the  scout 
work,  and  that  the  troop  is  made  an  integral  part  of 
the  church.  This  will  better  insure  its  permanency, 
afford  a  proper  backing  to  the  troop  committee  and 
avoid  the  troop's  being  ousted  from  its  assigned  meet- 
ing place. 

Whenever  possible  a  room  in  the  church,  chapel,  or 
church  property  should  be  definitely  assigned  as  the 
permanent  meeting  place  of  the  troop.  When  new 
buildings  are  under  construction  it  would  be  helpful 
for  those  interested  in  promoting  scouting  to  submit 
suggestions  for  the  proper  location  and  equipment  of  a 
suitable  room  for  troop  meetings. 


CHAPTER  X 

SEMAPHORE  SIGNALING  IN  FIVE  LESSONS 

General  Suggestions 
The  semaphore  clock. 

Lesson  One 

Lesson  Two 

Lesson  Three 

Lesson  Four 

Lesson  Five 


"The  health  of  the  child  is  the  power  of  the  nation";  the  training 
of  the  child  is  the  only  guarantee  of  the  nation's  stability. 


CHAPTER  X 

SEMAPHORE  SIGNALING  IN  FIVE  LESSONS 

Semaphore  signaling  is  the  most  popular  single 
activity  in  the  Boy  Scout  program.  Girls  enjoy  it  as 
well  as  boys.  During  a  course  of  lectures  on  recrea- 
tional leadership  given  in  a  community  training  school 
the  writer  taught  this  form  of  signaHng  to  a  class  of 
one  hundred  students  including  several  ladies  over 
fifty  years  of  age.  Semaphore,  properly  taught,  is  great 
fun. 

GENERAL  SUGGESTIONS 

Ordinarily  it  requires  five  lessons  of  at  least  twenty 
minutes  each  to  teach  the  semaphore  code.  Unless 
five  consecutive  lesson  periods  can  be  given  to  instruc- 
tion and  practice  work,  it  is  better  not  to  begin.  Not 
more  than  one  week  should  elapse  between  the  lessons. 
Considerable  practice  work  between  lessons  should  be 
required. 

These  first  lessons  should  be  given  indoors  or,  if  out 
of  doors,  where  there  are  no  onlookers  or  other  dis- 
tractions. Guard  against  moments  of  inattention  and 
of  divided  interest. 

Do  not  go  too  fast.  Avoid  states  of  mental  con- 
fusion that  are  not  cleared  up  before  the  next  step  is 
taken.  Be  sure  that  all  "see  the  point"  whenever  a 
letter,  word,  or  sentence  is  formed.  A  good  instructor 
is  patient.  He  is  alert  to  discover  the  one  who  is  fall- 
ing behind  the  others.     He  never  forms  letters  faster 

145 


146  THE  CHURCH  AT  PLAY 

than  can  oe  read  without  mental  confusion  by  those 
who  are  learning. 

Almost  any  kind  of  flag  or  pennant,  or  even  the 
bare  hands  and  arms,  can  be  used  in  this  practice  work. 
A  very  serviceable  and  inexpensive  pair  of  flags  can  be 
made  with  a  three-eighths  or  half-inch  dowel,  twenty 
inches  long,  and  twelve  inches  square  of  paper-cambric. 
Use  a  pair  of  flags  consisting  of  one  yellow  and  one 
red.  In  tacking  the  cambric  on  to  the  pole  put  the 
selvage  edge  away  from  the  pole.  If  this  is  not  done, 
the  cambric  will  ravel  out  in  a  short  time.  During 
practice  work  see  to  it  that  the  letters  are  made  quickly 
as  well  as  with  accuracy.    Make  the  flags  snap. 

The  use  of  two-arm  semaphore  is  the  most  rapid 
method  of  sending  messages  where  the  words  are  spelled 
out.  It  is,  however,  very  easy  to  make  errors.  Accuracy 
depends  upon  the  placing  of  the  flags  in  correct  positions. 
Strive  for  accuracy  first;  then,  speed. 

The  inexperienced  signaler  is  very  apt  to  fall  into  the 
habit  of  beginning  to  make  motions  with  the  flags 
before  his  mind  is  perfectly  clear  as  to  what  letter  he 
is  going  to  make  and  exactly  how  to  make  it.  The  first 
motions  that  he  makes  do  not  count.  This  lack  of 
precision  confuses  the  receiver  and  interferes  with  the 
mental  discipline  which  the  sender  should  get  out  of 
signaling.  Do  not  begin  to  make  any  signal  until  you 
are  absolutely  sure  you  know  what  letter  is  going  to  be 
sent  and  how  to  form  it. 

After  these  accurate  mental  images  have  been  made 
it  is  important  that  the  instructor  form  each  letter  by 
carefully  placing  the  flags  in  proper  position.  Make 
angles  of  45  degrees,  not  48;  90  degrees,  not  93.  Keep 
in  mind  the  semaphore  clock.  In  forming  the  letters  do 
not  bend  the  elbows,  keep  the  arms  straight;  the  flag- 


SEMAPHORE  SIGNALING  147 

pole  and  the  arm  should  be  in  a  straight  line.  Good 
signalers  push  the  end  of  the  pole  up  under  the  sleeve, 
letting  the  first  finger  lie  along  the  pole,  never  using  the 
action  of  the  wrist. 

While  signaling,  stand  squarely  in  front  of  those  who 
are  being  taught,  planting  the  feet  firmly  on  the  floor 
and  from  six  to  eight  inches  apart.  The  arms  and  flag 
poles  should  always  be  in  a  plane  which  is  at  right 
angles  with  the  plane  connecting  the  sender  and  the 
receiver.  In  forming  the  letters  do  not  place  the  flags 
either  to  the  front  or  the  rear  of  this  plane. 

As  a  general  practice  keep  in  mind  that  learners 
should  be  taught  first  how  to  receive;  after  that,  how 
to  send  a  message. 

Use  only  the  right  hand  in  forming  letters  A,  B  and 
C.  Letters  E,  F  and  G  are  made  only  with  the  left  hand. 
Do  not  cross  an  arm  in  front  of  the  body  to  form  any 
of  these  letters.  The  letter  D  may  be  made  with  either 
arm.  Economy  of  movements  is  the  principle  to  follow 
here.  If  in  sending  a  word,  you  know  that  the  letter 
preceding  or  following  D  will  require  that  the  left  arm 
take  the  position  of  D  (that  is,  in  making  the  letters 
K,  P,  T),  then  make  D  with  the  left  arm;  otherwise 
(J,  V),  with  the  right  arm. 

In  sending  the  letters  (0,  W,  H,  Z)  where  the  flags 
are  close  together,  be  careful  not  to  let  the  flags  cover 
one  another.    Keep  them  separate. 

In  forming  letters  that  require  the  use  of  only  one 
flag  be  sure  that  the  other  flag  is  kept  exactly  in  front 
of  the  body,  the  pole  pressing  against  the  knees. 

In  forming  the  letters  that  require  both  flags  to  be 
used  on  the  same  side  of  the  body  the  signaler  may 
turn  on  the  hips  slightly  in  the  direction  of  the  flags, 
being  particular  to  keep  the  head  and  eyes  straight  to 


148  THE  CHURCH  AT  PLAY 

the  front.  That  is  turn  to  the  right  in  forming  H,  I,  0, 
and  to  the  left  in  forming  W,  X,  Z.  In  forming  these 
letters,  keep  them  in  the  same  plane  one  directly  above 
the  other. 

When  the  flags  are  at  the  position,  "interval,"  the 
poles  should  cross,  both  poles  being  pressed  back  against 
the  knees,  the  backs  of  the  hands  being  turned  inward 
toward  each  other.  If  a  letter  occurs  twice  in  succession, 
after  the  first  one  is  formed,  swing  the  flag  or  flags  to 
the  front  or  in  a  circle.   Then  form  the  second  one. 

In  selecting  the  color  of  the  flags  for  use  out  of  doors 
keep  in  mind  the  character  of  the  background  against 
which  they  are  to  be  used.  If  possible,  provide  a  back- 
ground of  uniform  color.  Obtain  as  great  a  contrast  as 
possible  between  the  color  of  the  flags  and  this  uniform 
background.  The  less  the  distance  between  the  sending 
and  receiving  stations,  the  less  important  is  the  color 
or  the  character  of  the  background.  Objects  near  at 
hand  are  clear  in  color  and  sharp  in  outline.  In  long- 
distance signaling  take  into  account  "the  clearness  of 
the  atmosphere,  the  strength  of  the  light,  and  the 
direction  in  which"  the  light  strikes  on  the  flags. 

Remember  that  white  flags  reflect  light,  and  that 
dark  colors  absorb  it.  The  most  favorable  condition 
would  be  when  the  sun  is  shining  against  the  sides  of 
the  flags  which  are  seen  by  the  receiving  station — the 
background  being  dark  and  in  the  shadow.  When  in 
doubt  what  color  to  use,  choose  white  unless  the  back- 
ground is  the  sky  line,  snow,  or  water;  in  which  case  use 
red.  See  to  it  that  the  flags  are  always  open — not  twisted 
around  the  poles.  Under  good  conditions  an  eighteen- 
inch  flag  can  be  seen  one  mile. 

If  regulation  flags  are  used,  the  flag  with  the  white 
field  and  red  center  should  be  in  the  right  hand.   If  this 


SEMAPHORE  SIGNALING 


149 


I50    -  THE  CHURCH  AT  PLAY 

is  understood,  it  is  easier  to  distinguish  right  and 
left. 

Never  practice  signaling  before  a  mirror.  This  leads 
to  confusion,  for  right  and  left  are  reversed.  The  only 
advantage  in  using  a  mirror  is  to  see  that  the  arms  are 
held  at  exact  angles. 

There  are  certain  letters  in  the  alphabet  that  sound 
very  much  alike  (M  and  N,  B  and  C,  P  and  T,  etc.).  In 
signaling  it  is  important  that  such  letters  be  clearly 
distinguished  by  the  one  writing  down  the  message. 
Hence  the  following  names:  A  is  called  ak;  B,  berr; 
M,  emma;  P,  pip;  S,  esses;  T,  toe;  V,  vie. 

Lesson  I 

Consult  clock  number  one  for  letters  A,  B,  C,  D,  E, 
F,  and  G.  Spend  four  or  five  minutes  in  studying  the 
positions  of  the  flags  in  forming  each  of  these  letters. 
First,  learn  the  letters  in  alphabetical  order;  then, 
change  the  order. 

As  soon  as  the  letters  have  thus  been  memorized  let 
the  instructor  take  the  correct  position  for  sending  a 
message.  Make  these  same  letters  in  alphabetical  order, 
requiring  that  each  letter  be  called  out  as  soon  as  it  is 
identified.  Repeat  the  process,  forming  the  letters  in 
the  following  order:  A,  G,  B,  F,  C,  E,  D.  Do  not  form 
a  new  letter  until  every  one  formed  has  been  identified. 
Take  plenty  of  time.  Repeat  the  letters,  using  the  fol- 
lowing order:  D,  B,  F,  C,  E,  A,  G;  then  adopt  any 
order  that  comes  to  mind. 

After  all  are  able  to  identify  the  letters,  explain  the 
position  "interval." 

The  instructor  or  those  whom  he  chooses  from  the 
class  should  spend  the  next  few  minutes  in  sending 
words  selected  from  the  following  list: 


SEMAPHORE  SIGNALING  151 

abe  add  egg  fad 


bad 

ace 

abed 

cab 

dead 

bed 

age 

aged 

ebb 

deed 

bag 

gaff 

feed 

edge 

gab 

gag 

fag 

cad 

cabbage 

dab 

faced 

badge 

adage 

deaf 

babe 

efface 

face 

bead 

cafe 

fade 

cage 

fee 

gage  deface  fed  beef 

The  remainder  of  the  time  he  should  spend  in  calling 
out  words  from  the  above  list,  making  sure  that  each 
word  is  correctly  made  by  members  of  the  class  before 
another  is  given. 

Lesson  II 

Spend  five  minutes  in  reviewing  the  letters  in  Lesson 
I,  the  instructor  using  them  in  both  sending  and  re- 
ceiving words  made  from  these  letters. 

Consult  clock  number  two  for  letters  H,  I,  K,  L,  M, 
N.  Notice  that  /  is  not  included.  Note  particularly 
the  correct  positions  for  right  and  left  arms. 

Proceed  as  in  Lesson  I  in  sending  the  letters  to  the 
members  of  the  class,  letting  them  identify  and  call  out 
each  letter  as  it  is  formed.  Change  the  order  in  which 
they  are  formed.  Then  let  the  members  of  the  class 
practice  making  them. 

For  practice  in  both  sending  and  receiving  use  the 
following  words : 


mad 

keel 

lame 

lad 

lend 

keU 

lance 

need 

bill 

mill 

can 

limb 

nag 

lead 

leaf 

lamb 

lace 

lake 

leg 

lime 

152 


THE  CHURCH  AT  PLAY 


bend 

laden 

led 

lag 

fell 

name 

mine 

find 

fine 

him 

baU 

hill 

haU 

heel 

made 

nine 

maid 

half 

fable 

angel 

dam 

man 

knee 

fame 

blame 

blind 

mUe 

file 

lean 

kihi 

After  practice  in  sending  and  receiving  the  above 
words,  use  the  following  groups  of  words: 

A  man  had  a  leaf. 
A  mile  long. 
Do  blame  him. 
An  aged  man. 
He  lagged  behind. 
Can  he  lead? 


Lesson  III 

Consult  clock  number  three  for  the  letters  0,  P,  Q, 
R,  S. 

Proceed  as  in  former  lessons,  sending  and  receiving 
these  letters. 

Then  practice  using  the  following  list  of  words: 


speck 

spell 

pack 

saber 

rare 

ream 

ladder 

smell 

slap 

slang 

ram 

smack 

lapel 

paddled 

snap 

knead 

rags 

rail 

salad 

sled 

beads 

peg 

ledger 

danger 

scalp 

rasp 

rank 

cages 

small 

range 

labels 

knack 

speed 

sleep 

spread 

spend 

learn 

rain 

rack 

soil 

SEMAPHORE  SIGNALING 


153 


After  practice  in  using  the  above  words  use  the  fol- 
lowing sentences  and  others  which  may  be  devised: 

Send  a  small  sled  and  a  paddle. 

Pass  all  danger. 

Deface  no  small  cages. 

Frame  up  a  ladder  and  come  on. 

Did  all  hear  the  rapping? 

He  escaped  danger. 

Can  all  see  his  flags? 

Small  reeds  are  behind  a  long  dam. 

Lesson  IV 

Consult  the  semaphore  clocks  numbers  four  and  five 
for  letters  T,  U,  Y,  J,  V. 

Proceed  as  in  former  lessons  sending,  and  receiving 
these  letters  until  they  can  be  used  accurately  and 
without  much  hesitation. 


Use   the 

following   words 

,   giving 

practice   in   both 

sending  and 

.  receiving: 

run 

vacate 

fate 

quarrel 

bat 

day 

bet 

met 

dreary 

rub 

fury 

cat 

grumble 

duck 

patter 

fable 

quake 

pet 

target 

pave 

yet 

tack 

vault 

tart 

jumble 

yeast 

velvet 

just 

lute 

value 

jug 

untrue 

cave 

Gertrude 

lay 

Kentucky 

fare 

butter 

cater 

feet 

Gustave 

gay 

gate 

gravy 

unjust 

nut 

may 

mat 

jet 

queen 

unrest 

quell 

vat 

judge 

junk 

jump 

154 


THE  CHURCH  AT  PLAY 


The  following  sentences  suggest  the  possible  uses  of 
the  words  already  learned: 

The  dreary,  rainy  day  is  over. 

Track  him  to  his  den. 

Trees  prevent  our  seeing  your  signals. 

Have  you  any  food  left? 

He  forgot  to  bring  his  hatchet. 

Tom  lost  his  knife. 

Our  camp  site  is  all  that  could  be  desired. 

Lesson  V 

Consult  clocks  nimibers  six  and  seven  for  letters 
W,  X,  Z.    Practice  these  as  in  former  lessons. 

The  following  words  may  be  used  in  completing  the 
study  of  the  alphabet. 


high 

idea 

only 

water 

mix 

zig-zag 

wit 

woman 

why 

habit 

dazzle 

zero 

his 

next 

how 

wharf 

examine 

whom 

hoof 

zeal 

wash 

fix 

love 

live 

work 

way 

flag 

dot 

wave 

froth 

wolf 

wafer 

hymn 

zealous 

dizzy 

icicle 

hail 

expect 

hyphen 

who 

wrong 

fixture 

rotary 

express 

June 

exposed 

quiver 

wax 

wipe 

Any  message  may  now  be  sent  and  received. 

Explain  the  following  abbreviations:  "M.R.,"  move 
to  your  right;  "M.L.,"  move  to  your  left;  "M.U.," 
move  up;  "M.D.,"  move  down;  "Q.R.Q.,"  send  faster; 


SEMAPHORE  SIGNALING  155 

"Q.R.S.,"  send  slower;  "Q.R.T.,"  cease  sending;  "R," 
acknowledgment;  "P,"  affirmative;  "K,"  negative; 
*'L,"  preparatory;  "N,"  annulling;  "A,"  error;  "O," 
interrogatory;  "O.A.  (word),"  repeat  after  (word); 
(For  example,  if  the  sentence  **Take  the  path  that  leads 
to  the  right"  has  been  sent  and  the  receiving  station 
did  not  get  that  part  of  the  message  after  the  word 
"path,"  and  wished  to  have  only  that  part  of  the  message 
repeated,  the  following  signal  should  be  used,  "O.A. 
(path");  "O.O.O.,"  repeat  last  message. 

Divide  the  members  of  the  class  up  into  sending  and 
receiving  units  of  two  each.  Provide  each  sending 
station  with  written  sentences.  Have  one  member  at 
sending  station  read  the  message  to  be  sent  while  the 
other  forms  the  words.  At  the  receiving  station  have 
one  read  the  message  out  loud,  the  other  write  it  down 
on  paper. 

If  a  word  fails  to  make  sense,  the  one  writing  down 
the  message  will  say,  "No,"  whereupon  the  one  read- 
ing the  message  "will  at  once  stop  the  sending  station 
by  raising  both  arms  horizontally  to  their  full  extent 
(letter  R).  This  demand  for  repetition  will  be  acknowl- 
edged by  the  sending  station  by  making  the  letter  J. 
The  signaler  receiving  the  message  will  then  send  the 
last  word  read  correctly,  upon  which  the  sender  will 
continue  the  message  from  that  word." 


CHAPTER  XI 

ORIGIN   AND   MEANING   OF   THE   CAMP   FIRE 
GIRLS  MOVEMENT 

The  economic  responsibility  of  woman. 

Laying  the  foundations  of  womanhood. 

Guidance  from  within. 

The  social  reenforcement  of  ideals. 

Biiilding  up  an  action  system. 

The  proper  use  of  symbols. 

Group  loyalty  a  practical  necessity. 


A  Camp  Fire  Cheer 

"Give  a  cheer,  give  a  cheer. 
Wake  the  echoes  far  and  near 
To  the  pride  of  the  tried  and  true. 
Oh,  Wo— he — lo  we'll  sing 
Till  the  mountain  echoes  ring, 
Oh,  Wo — ^he — lo,  here's  to  you." 


CHAPTER  XI 

ORIGIN  AND  MEANING  OF  THE  CAMP 
FIRE  MOVEMENT 

The  Camp  Fire  Girls  movement  had  its  origin  as  a 
family  affair.  It  was  a  domestic  invention  intended  to 
solve  the  practical  problems  of  a  home  blessed  with 
the  presence  of  four  daughters.  The  situations  in  which 
the  movement  had  its  inception  were  not  fantastic  or 
imaginary.  They  were  real.  They  are  duplicated  in 
every  home  where  developing  girls  have  to  choose 
between  what  is  real  and  what  is  sham,  between  the 
spiritual  and  the  material. 

In  a  time  when  clothing,  food,  education,  and  social 
contacts  tend  to  become  commercialized,  girls  need 
help — the  help  that  comes  only  from  the  proper  cherish- 
ing of  high  ideals.  Camp  Fire  may  be  considered  a 
device  for  making  the  highest  spiritual  ideals  effective 
in  the  developing  personalities  of  adolescent  girls — a 
device  conceived  not  by  a  professional  social  worker 
but  by  an  intelligent  mother  and  father  whose  supreme 
interest  was  the  highest  welfare  of  their  own  daughters. 

It  is  one  thing  for  a  committee  of  benevolent  persons 
with  a  genius  for  facing  abstract  problems  to  consider 
the  social  needs  of  "the  American  girl"  or  to  formulate 
academic  solutions  of  the  problem  of  the  health  of 
working  girls.  But  it  is  quite  another  matter  for  a 
mother  who  is  in  immediate  and  constant  touch  with 
the  intimate  home  side  of  girls'  lives  not  only  to  think 
through  but  to  live  through  the  problems  of  sleep,  dress, 

159 


i6o  THE  CHURCH  AT  PLAY 

health,  recreation,  friendships,  money,  housework,  and 
the  many  other  practical  matters  of  which  she  has  first- 
hand knowledge 

In  order  to  understand  the  genius  of  Camp  Fire, 
therefore,  it  is  necessary  to  be  familiar  with  some  of 
the  fundamental  convictions  of  its  founders.  The  de- 
tails of  the  system  have  their  fullest  meaning  only 
in  the  light  of  these  basic  or  guiding  principles.  These 
principles  might  be  summarized  as  follows:^ 

The  economic  responsibility  of  woman. — Every 
young  woman  should  be  ready  to  share  with  her  hus- 
band the  economic  burden  of  home  support.  Under 
simple,  primitive  conditions,  she  did  this.  Certain 
modern  tendencies  are  responsible  for  the  fundamental 
and  popular  error  that  man  is  an  economic  and  woman 
a  noneconomic  being.  In  a  mechanical  and  highly 
commercialized  age  man  has  progressed  more  rapidly 
than  woman.  Much  of  the  present-day  immorality  is 
due  to  the  false  notion  that  a  new  home  should  not 
be  set  up  until  the  husband  is  thoroughly  competent 
to  carry  the  full  financial  responsibility  for  its  support, 
and  to  the  late  marriages  which  result  from  this  popular 
misconception. 

But  women  are  now  moving  out  into  positions  of 
economic  competency.  They  are  entering  almost  every 
profession.  Every  girl  should  be  so  trained  as  to  cher- 
ish the  ideal  of  joining  with  her  future  husband  in 
carrying  economic  burdens.  She  should  possess  ability 
to  earn  and  properly  to  use  money.  She  should  share 
his  concern  to  provide  an  adequate  income. 

Laying  the  foundations  of  womanhood. — The  sure 


'  The  following  is  a  summary  of  notes  taken  during  the  author's  attendance  at 
a  course  of  lectures  delivered  by  Dr.  Luther  H,  Gulick.  These  statements  were 
verified  by  several  personal  interviews  during  the  lectures  and  subsequently. 


CAMP  FIRE  GIRLS'  MOVEMENT  i6i 

foundations  for  womanhood  are  laid  during  adoles- 
cence. Women,  if  properly  trained,  are  not  less  de- 
pendable or  capable  of  steady  application  and  efficiency 
than  men.  If  a  girl  lives  as  she  should  during  the  years 
twelve  to  sixteen,  she  can  achieve  permanent  vitality, 
stability,  and  reliability.  Living  under  abnormal  or 
artificial  conditions  such  as  are  found  in  so  many  of 
our  American  communities,  many  young  girls  face 
bankruptcy  of  vitality.  The  strain  of  meeting  the 
numerous  and  excessively  intense  situations  is  too  great. 
Most  girls  during  these  early  adolescent  years  settle 
the  question  of  how  much  reserve  power  they  will  have 
during  the  remainder  of  Hfe.  Permanent  health  habits 
are  now  being  built  up.  The  foundations  for  woman- 
hood are  laid.  Those  foundations  are  either  steadfast 
and  sure  or  are  such  as  will  give  way  with  the  weight 
of  mature  responsibihties. 

Guidance  from  within. — The  mental  traits  of  girls 
at  this  age  are  such  that  external  compulsions  are 
resented.  Guidance  is  from  within.  It  exists  in  the 
form  of  ideals  voluntarily  chosen  and  cherished.  Guid- 
ance in  expression  and  in  personal  appreciation  of  these 
ideals  rather  than  stern  repression  of  misguided  motives 
is  the  only  safe  way.  Girls  do  not  like  to  do  things 
because  they  have  to  but  because  they  want  to.  They 
are  apt  to  hold  the  sentiment,  "If  I  must  I  won't," 
even  though  they  do  not  express  it. 

These  guiding  ideals,  however,  should  not  be  vague 
and  impractical.  They  should  not  leave  girls  in  a 
dreamy  mood  with  nothing  of  immediate  consequence 
to  do.  They  can  be  attached  to  interesting  projects 
that  require  the  use  of  hands  and  feet.  Following  them, 
the  girl  loses  herself  in  the  midst  of  worthwhile  achieve- 
ments.     To    save    adolescent    girls    from    impractical 


i62  THE  CHURCH  AT  PLAY 

idealism  is  one  of  the  chief  aims  of  the  Camp  Fire  move- 
ment as  conceived  by  its  founders. 

The  social  reenforcement  of  ideals. — Girls  are 
sensitive  to  social  influence.  They  yield  readily  to  the 
pressure  of  public  opinion.  They  will  pay  a  big  price 
to  secure  social  recognition.  In  fulfilling  social  obliga- 
tions they  are  particularly  conscientious.  In  living  up 
to  their  ideals  they  need  the  support  of  others  of  like 
purpose  and  desire.  Hence  the  founders  of  the  Camp 
Fire  program  faced  the  practical  necessity  of  catching 
up  in  some  kind  of  a  social  mesh  those  ideals  concerning 
sleep,  eating,  work,  play,  money,  service,  and  future 
ambition  which  are  the  essence  of  the  noblest  woman- 
hood.   They  must  be  socially  accredited. 

It  is  a  fact  of  both  observation  and  experience  that 
girls  ordinarily  do  not  like  to  be  odd.  Self-reliance 
in  maintaining  a  personal  ideal  that  runs  counter  to 
the  ideals  which  "all  the  other  girls"  hold  is  not  easily 
achieved.  It  is  much  harder  to  go  through  setting-up 
exercises  alone  for  five  minutes  as  soon  as  she  gets  up 
in  the  morning,  realizing  that  none  of  the  other  girls 
are  doing  it,  than  it  would  be  if  all  the  members  of  the 
club  were  using  this  as  one  of  the  means  of  holding  on 
to  health. 

In  forming  new  habits  it  is  particularly  true  that  a 
girl  needs  the  moral  support  of  others  for  whom  she 
has  particular  fondness.  They  help  her  to  launch  her- 
self into  the  new  ways  of  living.  She  may  know  that 
during  the  years  twelve  to  sixteen  a  girl  should  have 
a  total  of  sixty-three  hours  of  sleep  per  week.  But 
it  will  help  her  actually  to  secure  that  much  sleep  if 
she  knows  that  other  girls  of  her  set  recognize  the  valid 
claims  of  this  health  ideal  upon  them  and  are  trying 
with  her  to  live  up  to  it. 


CAMP  FIRE  GIRLS'  MOVEMENT  163 

BuUding  up  an  action  system. — Ideals  to  become 
vital,  active,  controlling  forces  in  a  girl's  life  must  not 
only  be  supported  by  social  sanctions,  but  also  must 
be  made  use  of,  constantly.  The  most  important  ideals, 
except  those  that  pertain  to  religion,  can  find  expres- 
sion in  activities  which  can  be  grouped  as  follows: 
Home  craft,  Health  craft,  Camp  craft.  Hand  craft, 
Nature  craft,  Business,  and  Patriotism  or  Citizenship, 
Hence  the  necessity  of  including  in  the  program  a  large 
number  of  interesting  activities  under  each  classifica- 
tion. Only  thus  can  the  ideals  be  worked  over  into 
the  girl's  action  system  or  character.  Girls  need  to 
be  trained  so  that  finally,  without  conscious  effort, 
and,  indeed,  with  spontaneity  and  enthusiasm,  they 
wiU  seek  beauty,  cherish  love,  give  service,  pursue 
knowledge,  glorify  work,  safeguard  health,  and  be 
trustworthy  in  their  everyday  lives. 

The  proper  use  of  symbols. — In  order  to  focus 
attention  upon  these  centers  of  aspiration  some  prac- 
tical device  is  needed  to  make  them  visible  and  con- 
crete. Young  girls  cannot  become  enthusiastic  over 
abstract  values.  Sweet  reasonableness  may  be  all 
right  after  they  have  reached  the  wheel-chair  period, 
but  just  now  what  they  are  interested  in  is  richness, 
variety,  and  intensity  of  experience.  They  respond  to 
suggestion  but  not  always  to  logic  or  to  the  plea  for 
consistency. 

Hence  the  use  of  symbolism  in  the  Camp  Fire  program. 
Strange  names  and  curious  figures  taken  from  folk  lore 
and  archaeology  are  not  ends  in  themselves.  They  are 
intended  to  be  a  very  practical  means  whereby  atten- 
tion is  directed  frequently  toward  the  noblest  ideals 
and  most  cherished  memories,  and  whereby  these  ideals 
and  memories  are  given  their  greatest  lifting  power. 


i64  THE  CHURCH  AT  PLAY 

Whenever  the  making  of  the  headband  and  the  cere- 
monial gown  or  any  other  use  of  symbols  goes  beyond 
this  practical  use  and  becomes  a  detached  occupation, 
one  of  the  basic  laws  of  Camp  Fire  is  broken. 

It  is  a  matter  of  common  observation  that  girls  of 
this  age  cherish  the  little  sovenirs,  place  cards,  favors, 
prizes,  and  other  mementoes  of  occasions  that  have 
been  meaningful  in  their  lives.  Sometimes  it  is  a  scrap- 
book  and  sometimes,  an  art  box  that  holds  these  con- 
crete, vivid  reminders  of  cherished  experiences.  Camp 
Fire  never  uses  symbolism  as  a  substitute  for  first-hand 
experience,  but,  rather,  as  a  device  to  make  real  and 
vivid  those  spiritual  values  or  memories  or  centers  of 
aspiration,  without  which  there  can  be  no  such  thing 
as  character. 

The  ceremonial  gown,  the  beautifully  illustrated  and 
decorated  memory  books,  and  the  headband  of  a  Camp 
Fire  girl  have  different  meanings  to  her  from  that  of 
the  Scout  uniform  to  a  boy.  They  are  more  intimate 
and  personal.  They  are  a  part  of  herself.  A  boy  wears 
his  Scout  suit  and  it  helps  him  to  achieve  scout-con- 
sciousness, but  a  Camp  Fire  girl's  gown  is  a  story,  a 
poem  that  tells  of  her  own  life.  Her  very  self  has  been 
woven  into  it. 

There  are  two  distinct  types  of  idealism  as  found 
among  adolescent  girls.  One  is  sentimental;  the  other 
is  practical.  One  is  romantic;  the  other  is  prudential 
and  hardy.  One  reenforces  introspection  and  may  lead 
to  morbid  self-consciousness.  The  other  is  attached 
to  the  motor  areas  of  the  mind  and  finds  expression  in 
active  living.  It  multiplies  objective  interests.  It 
helps  one  to  achieve  self-forgetfulness  and  to  perform 
many  types  of  real  service.  It  makes  a  girl  no  less 
beautiful  and  loving,  but  more  practical  and  cooperative. 


CAMP  FIRE  GIRLS'  MOVEMENT  165 

It  helps  her  to  meet  immediate  situations  in  a  master- 
ful way. 

The  recreational  director  who  is  also  a  Camp  Fire 
guardian  should  listen  to  a  word  of  warning  at  this 
point.  As  originally  planned,  the  use  of  symbols  in  the 
Camp  Fire  program  was  intended  to  guide  girls  in  their 
achieving  character  through  real,  first-hand  experience. 
If  this  original  purpose  is  lost  sight  of,  the  rich  sym- 
bolism of  the  program  may  degenerate  into  a  stimulus 
of  an  already  overdeveloped  sentimentality.  A  few 
years  later  girls  will  need  practice  in  meditation  and 
self-analysis,  but  during  the  years  under  consideration 
what  they  need  is  active  occupations  in  which  objective 
interests  hold  their  attention. 

Group  loyalty  a  practical  necessity. — If  a  girl's 
ideals  are  going  to  be  reenforced  by  her  social  relation- 
ships, she  should  enjoy  membership  in  a  group  that 
is  bound  together  by  spontaneous  and  strong  social 
sentiments.  In  the  majority  of  cases  this  presupposes 
social  homogeneity.  Girls  of  a  feather  flock  together. 
There  is  great  value  in  being  democratic — broadly 
sympathetic  in  one's  attitude  toward  other  girls.  But 
no  ordinary  girl  can  achieve  her  highest  ideals  if  she 
is  as  common  as  a  post  ofiice  or  as  socially  neutral  as 
a  public  Ubrary  or  a  department  store.  Group  loyalty 
is  not  snobbishness.  The  Camp  Fire  program  was 
never  intended  to  dissolve  and  destroy  those  finer 
social  intimacies  which  are  found  only  in  a  well-defined 
and  clearly  segregated  group.  Where  there  is  no  privacy 
there  is  no  inner  life.  There  are  some  ideals  so  precious 
that  they  should  be  shared  only  with  a  group  of  intimates. 

The  director  of  recreational  and  social  Hfe  who  dele- 
gates to  another,  an  untrained  worker,  the  task  of 
acting  as   Camp   Fire   guardian   in   the   local   church, 


i66  THE  CHURCH  AT  PLAY 

should  make  sure  that  this  volunteer  leader  under- 
stands the  true  nature  and  aims  of  the  movement.  A 
woman  of  artistic  ability,  who  is  controlled  largely  by 
her  sentiments  and  her  prejudices,  and  who  is  unable 
to  size  up  a  situation  in  an  impersonal  and  practical 
way,  should  be  carefully  supervised  if,  indeed,  she 
should  be  intrusted  at  all  with  the  immediate  care  of 
the  Camp  Fire  group.  The  beauty  side  of  the  program 
will  make  such  a  strong  appeal  to  her  that  she  might, 
unconsciously  and  unintentionally,  neglect  those  phases 
that  yield  hardihood  and  rigorous  self-control. 

Camp  Fire,  properly  administered,  is  a  system  of 
discipline.  It  provides  a  much  needed  opportunity  for 
moral  self-chastening.  This  primary  aim  should  not 
be  lost  sight  of.  It  should  not  be  set  aside  for  any 
subordinate  aim,  even  though  the  subordinate  aim  is 
included  in  the  entire  plan.  The  church  is  not  interested 
solely  in  the  artistic  side  of  a  girl's  life.  It  does  want 
all  of  its  girls  to  seek  beauty.  But  while  seeking  beauty 
they  should  not  be  deprived  of  the  larger  benefits  that 
result  when  they  enter  heartily  into  the  entire  program 
and,  through  its  guidance,  achieve  a  well-rounded 
character. 


CHAPTER  XII 

CAMP  FIRE  GIRLS  UNDER  CHURCH  AUSPICES 

Camp  Fire  and  the  church  school. 

Slogan,  watchword,  ranks,  honors. 

Some  typical  honors  which  Camp  Fire  Girls  win. 

Publications. 

Policy  concerning  religion. 

How  to  use  the  specialized  programs. 


The  Law  of  the  Camp  Fire 

"Seek  beauty.     Give  service.     Pursue  knowledge.     Be  trust- 
worthy.   Hold  on  to  health.    Glorify  work.    Be  happy." 


CHAPTER  XII 

CAMP  FIRE  GIRLS  UNDER  CHURCH 
AUSPICES 

There  are  approximately  150,000  Camp  Fire  Girls 
and  about  30  per  cent  belong  to  groups  organized  in 
churches.  Fifty  per  cent  of  the  membership  is  found 
in  groups  organized  with  the  home  as  the  basis.  This 
latter  fact  suggests  a  basic  Camp  Fire  principle,  namely, 
that  a  girl's  interests  during  adolescence  center  in  the 
home  and  in  home-circle  relationships. 

The  aim  of  the  program  is  not  only  to  conserve  leisure 
time,  but  also,  through  leisure-time  activities,  to  build 
up  ideals  that  will  find  expression  in  the  cheerful  per- 
formance of  home  duties,  in  love  of  nature  and  the  out- 
of-doors,  in  unselfish  and  patriotic  service,  and  in  vari- 
ous kinds  of  craft  work  that  develop  good  taste  in  dress 
and  pride  in  personal  appearance. 

Camp  Fire  and  the  church  school. — There  are 
several  reasons  why  Camp  Fire  Girls  is  being  adopted 
by  so  many  churches;  why  it  is  so  popular;  and  why  it 
is  proving  to  be  so  successful. 

In  the  first  place,  it  fits  into  the  organization  of  the 
church  school  without  violating  any  of  the  fundamental 
principles  of  church  school  organization.  It  is  not 
necessary  to  organize  the  girls  solely  for  Camp  Fire 
purposes,  thus  increasing  the  number  of  organizations 
and  dissipating  the  loyalties  of  the  girls.  The  present 
class  units  of  organization  in  the  Intermediate  and 
Senior  Departments  can  be  carried  over  into  the  field 
of  recreation;  that  is,  Camp  Fire  can  be  made  a  supple- 

169 


I70  THE  CHURCH  AT  PLAY 

ment  to,  rather  than  a  substitute  for,  the  regular  form 
of  organization. 

The  system  of  activities  provided  is  so  varied  and 
so  inclusive  that  selections  can  be  made  that  are  adapted 
to  the  recreational  needs,  interests,  and  capacities  of 
all  types  of  girls.  The  Camp  Fire  Manual  is  a  veritable 
storehouse  of  interesting  and  practical  suggestions  of 
things  that  girls  from  twelve  to  twenty  years  of  age 
like  to  do.  The  needs  and  interests  of  the  girls  them- 
selves, together  with  the  social  and  economic  conditions 
under  which  they  will  live  their  lives,  have  been  the 
guiding  principles  in  selecting  the  various  items  in  the 
Camp  Fire  program. 

If  girls  are  to  achieve  strength  of  character,  the  ideas 
presented  and  emotions  awakened  on  Sunday  need 
to  be  put  to  some  use  during  the  week.  More  harm 
is  done  to  young  life  during  leisure  time  than  this  world 
dreams  of,  and  leisure  hours  present  more  opportunities 
for  building  character  than  the  church  has  yet  realized. 
The  church  now  faces  the  responsibility,  not  simply 
of  providing  formal  instruction  in  morals  and  religion, 
but  also  the  responsibility  of  conserving  that  instruc- 
tion by  providing  suitable  opportunities  for  its  expres- 
sion in  interesting,  healthful  activities.  The  Camp 
Fire  program  preempts  the  leisure  time  of  girls,  thus 
saving  them  from  harmful  types  of  activities,  but  in 
addition  to  this,  it  does  the  positive  work  of  directing 
them  toward  those  occupations  that  are  recreational 
in  the  highest  and  best  sense.  Thus  it  supplements 
not  only  the  church-school  organization  but  also  its 
program  of  instruction.    To  knowledge  it  adds  skill. 

It  must  not  be  assumed,  however,  that  Camp  Fire 
is  an  automatic  machine,  self -directed  and  self -propelled. 
Any  program  of  moral  training  or  of  recreation  that 


UNDER  CHURCH  AUSPICES  171 

is  not  in  the  hands  of  a  suitable  leader  can  easily  become 
positively  harmful.  The  Camp  Fire  program  is  not  a 
substitute  for  trained  leaders.  It  presents  an  increased 
demand  that  the  church  school  provide  those  types 
of  leaders  who  can  lead  girls  through  Camp  Fire  into 
their  highest  and  richest  self-development. 

The  Camp  Fire  Guardian  should  be  loyal  to  her 
own  church,  spontaneously  enthusiastic  for  the  claims 
of  her  own  religion.  It  is  not  enough  for  her  to  master 
the  technique  of  building  fires,  weaving  headbands, 
woodblocking,  waxing,  and  camping.  These  interest- 
ing activities,  in  fact,  the  whole  organization,  is  but  a 
dead  tool  until  it  is  placed  in  the  hands  of  one  who 
knows  how  to  use  it.  With  the  ideal  guardian,  how- 
ever, the  girls  are  sure  to  come  into  a  richer  spiritual 
inheritance,  for  character  can  be  formed  through 
recreation. 

Furthermore,  the  Camp  Fire  program  develops  the 
girls  within  their  natural  environment.  It  does  not 
take  them  away  from  the  home,  nor  does  it  try  to 
make  them  boyish.  It  strengthens  the  bonds  that 
unite  the  girls  to  their  own  family  circles.  It  looks 
with  high  favor  upon  domestic  skill  and  loyalty.  The 
three  institutions  that  influence  most  deeply  the  life 
of  a  girl  are  the  home,  the  church,  and  the  school.  Camp 
Fire  seeks  to  organize  the  activities  that  naturally  lie 
outside  of  these  institutions  and  use  them  to  create 
higher  efficiency  within  these  three  groups  of  relation- 
ships. 

It  can  also  be  said  that  the  national  organization 
is  being  guided  by  leaders  who  are  loyal  to  the  concep- 
tion of  Camp  Fire  as  a  movement  to  supplement  the 
work  of  the  church.  They  can  be  trusted  to  conserve 
the  sacred  interests  for  which  the  church  school  stands. 


172  THE  CHURCH  AT  PLAY 

Their  primary  interest  is  not  the  welfare  of  their  own 
organization  but,  rather,  the  health,  happiness  and 
resourcefulness  of  our  American  girls. 

Slogan,  watchword,  rank,  honors. — The  genius  of 
Camp  Fire  is  reflected  in  its  slogan,  Give  Service;  in  its 
watchword,  Wohelo,  formed  from  the  first  two  letters 
of  the  words  "work,"  "health,"  "love";  and  in  the 
honors  or  tasks  the  girls  perform  to  win  their  ranks. 
These  crafts  are:  Home,  Health,  Hand,  Nature,  Camp, 
Business,  and  Patriotism  or  Citizenship.  Each  craft 
has  a  symbolic  color,  and  when  the  Camp  Fire  Girl 
fulfills  the  requirements  for  winning  any  honor  she 
is  awarded  an  Honor  Bead,  having  the  color  of  the 
craft  under  which  the  honor  appears.  These  beads 
the  girl  wears  on  her  Ceremonial  Gown,  and  they  form 
a  beautiful  symbolic  record  of  what  she  has  accom- 
plished. 

There  are  three  ranks  that  Camp  Fire  Girls  may 
attain.  The  first  is  Wood  Gatherer.  To  become  a 
Wood  Gatherer  the  girl  has  to  have  accomplished 
certain  tasks  and  won  the  honors  required  for  this  rank. 
When  she  becomes  a  Wood  Gatherer,  she  repeats  the 
Wood  Gatherer's  Desire: 

"As  fagots  are  brought  from  the  forest 

Firmly  held  by  the  sinews  which  bind  them, 
I  will  cleave  to  my  Camp  Fire  sisters 
Wherever,  whenever  I  find  them. 

"I  will  strive  to  grow  strong  like  the  pine  tree, 
To  be  pure  in  my  deepest  desire; 
To  be  true  to  the  truth  that  is  in  me 
And  follow  the  Law  of  the  Fire." 

The  second  rank  is  Fire  Maker.  To  win  this  rank 
the  girl  has  to  win  more  honors,  and  more  difficult 


UNDER  CHURCH  AUSPICES  173 

honors,  than  are  required  for  the  rank  of  Wood  Gatherer. 
She  must  be  able  to  take  some  responsibility  and  have 
grown  in  dependability  before  she  can  wear  the  Fire 
Maker's  symbolic  bracelet,  and  say: 

"As  fuel  is  brought  to  the  fire 
So  I  purpose  to  bring 
My  strength, 
My  ambition, 
My  heart's  desire, 
My  joy  and 
My  sorrow 

To  the  fire  of  humankind; 
For  I  will  tend 
As  my  fathers  have  tended 
And  my  fathers'  fathers 
Since  time  began 
That  fire  which  is  called 
The  love  of  man  for  man, 
The  love  of  man  for  God." 

The  third  rank  is  Torch  Bearer.  This  is  the  greatest 
honor  a  Camp  Fire  Girl  can  attain,  for  to  be  a  Torch 
Bearer  she  must  have  proved  herself  to  be  a  leader  and 
a  responsible  member  not  only  of  her  own  group,  but 
of  her  commmiity.  It  takes  a  long  time  and  a  real 
desire  to  Learn  and  to  Be  the  things  required  of  a 
Torch  Bearer,  and  to  be  able  to  say  when  she  receives 
the  symbol  of  the  rank:  "That  light  which  has  been 
given  to  me  I  desire  to  pass  undimmed  to  others." 

Some  typical  honors  which  Camp  Fire  Girls  win. 
— ^The  following  is  a  list  of  typical  honors  which  are 
won  by  Camp  Fire  Girls  and  symbols  for  which  are 
awarded : 

Cook  and  serve  two  Sunday  dinners  while  mother 
rests. 


174  THE  CHURCH  AT  PLAY 

Abstain  from  chewing-gum  and  from  candy,  ice 
cream,  sundaes,  sodas  and  commercially  manufactured 
beverages,  as  well  as  from  eating  between  meals,  for 
two  consecutive  months. 

Sleep  out  of  doors,  or  with  wide  open  windows,  for 
two  consecutive  months  between  October  and  April, 
inclusive. 

Swim  one  hundred  yards. 

Skate  twenty-five  miles  in  five  days  (not  necessarily 
consecutive). 

Walk  forty  miles  in  any  ten  days  (not  necessarily 
consecutive).  This  means  tramping  in  the  country 
or  walking  to  and  from  school  or  business. 

Build  an  open  fire  in  wind  and  rain  with  material 
found  out  of  doors,  and  build  a  proper  bonfire.  (No 
fire  is  credited  until  it  is  properly  put  out.) 

Take  the  entire  care  of  one  room  for  one  month, 
this  to  include  sweeping,  dusting,  washing  of  windows, 
care  of  flowers  or  plants,  and  whatever  may  contribute 
to  the  attractiveness  of  the  room. 

Care  for  a  baby  for  an  average  of  an  hour  a  day  for 
a  month. 

Know  the  planets  and  seven  constellations  and  their 
stories. 

Take  a  dozen  photographs,  developing  and  printing 
them. 

Trim  a  hat. 

Fill  a  regular  position  for  four  months,  earning  ten 
dollars  a  week  or  less. 

Publications.^ — The  principal  publications  of  the 
Camp  Fire  movement  are: 

The  Book  of  the  Camp  Fire  Girls,  ninth  edition,  a 

1  The  above  and  other  types  of  literature  can  be  secured  from  National  Head- 
quarters, The  Camp  Fire  Girls,  31  East  17th  Street,  New  York  City. 


UNDER  CHURCH  AUSPICES  175 

190-page  handbook  giving  the  history  and  organization 
of  the  movement,  together  with  practical  suggestions 
concerning  the  winning  of  honors,  the  conducting  of 
a  council  fire,  outdoor  cooking,  and  craft  work. 

A  Book  of  Symbols  for  Camp  Fire  Girls. — Prepared 
by  Charlotte  V.  Gulick,  containing  100  pages  of  designs 
and  symbols  to  be  used  in  art  and  craft  work. 

EverygirVs  Magazine,  the  ofl&cial  periodical. 

Camp  Fire  Girls  and  the  Home,  a  12 -page  pamphlet 
for  mothers. 

Camp  Fire  Girls  and  the  Church,  a  16-page  pamphlet 
for  church  leaders  with  detailed  suggestions  for  a  church 
school  or  Sunday  Council  Fire. 

Training  Courses  for  Camp  Fire  Guardians,  an  out- 
line of  seven  lectures  on  the  following  subjects: 
I.  Scope  and  Aim  of  the  Program 
II.  How  Camp  Fire  Does  Its  Work. 

III.  Symbolism. 

IV.  Camp  Fire  Programs  and  Activities. 
V.  Organization. 

VI.  Special  Points  of  Emphasis. 

VII.  Out-of-Door  Activities. 

Policy  concerning  religion. — ^The  policy  of  Camp 
Fire  Girls  concerning  reUgion  resembles  that  of  the 
Boy  Scouts.  It  advocates  the  central  place  of  religion 
and  of  church  loyalty  in  the  developing  character  of 
the  girl  but  leaves  the  responsibility  for  the  nurturing 
of  religion  to  the  Camp  Fire  guardian  or  to  the  church 
or  home  with  which  the  Camp  Fire  is  connected. 

The  sympathetic  attitude  of  the  movement  toward 
religion  is  seen  in  the  following  list  of  honors  which 
are  formally  accredited: 

Lead  a  mission  study  class,  organized  in  connection 
with  some  religious  institution,  three  times. 


176  THE  CHURCH  AT  PLAY 

Fill  the  office  of  secretary  or  librarian  in  a  Sunday 
school  for  one  year. 

Out  of  boys  or  girls  not  formerly  members  of  any 
Sunday  school  create  a  class  and  maintain  it,  acting 
as  its  teacher  for  six  months. 

For  one  term,  be  an  officer  in  the  Christian  Endeavor 
Society,  Epworth  League,  or  similar  organization. 

Read  a  chapter  of  the  Bible  or  other  religious  literature 
every  day  for  three  months. 

Know  and  sing  eight  standard  hymns  of  the  church. 

Take  care  of  small  children  on  ten  different  occasions, 
thereby  making  it  possible  for  the  mothers  to  attend 
meetings. 

Attend  a  course  of  study  or  lectures  with  a  view  to 
preparation  for  a  distinct  type  of  service  within  a  reli- 
gious organization. 

On  two  occasions,  take  part  in  a  public  and  dramatic 
representation  of  biblical  scenes  such  as  "Ruth  and 
Naomi." 

Help  clean  the  church  silver  three  times. 

Help  provide  and  arrange  the  flowers  on  the  pulpit 
or  altar  four  times. 

Serve  as  leader  of  singing  in  church  or  Sunday  school 
for  three  months. 

Sing  carols  in  the  street  or  hospitals  at  Christmas 
or  Easter. 

Make  a  "joke-box"  for  sick  and  "shut-ins"  in  hos- 
pitals or  homes. 

Organize  a  Sunday  school  class  as  a  Camp  Fire  group. 

Give  service  to  the  Church  Social  Committee  on  the 
occasion  of  two  social  meetings. 

Correspond  regularly  with  an  invalid  or  "shut-in" 
for  three  months. 

How  to  use  the  specialized  programs. — The  di- 


UNDER  CHURCH  AUSPICES  177 

rectors  of  social  and  recreational  activities  in  the  local 
churches  will  find  distinct  advantages  in  adopting 
specialized  programs  such  as  that  of  the  Boy  Scouts 
or  Camp  Fire  Girls.  It  simplifies  the  problems  of  dis- 
covering and  organizing  interesting  and  morally  profit- 
able things  to  do.  The  task  of  discovering  and  training 
voluntary  assistants  is  also  made  much  easier.  The 
correlation  of  the  recreational  program  with  those  of 
other  churches  in  the  community  is  made  easily  possi- 
ble when  there  are  many  common  elements  in  them. 
On  special  occasions  men  and  women  who  represent 
the  movements  nationally  may  be  secured,  and  thus 
enthusiasm  is  greatly  quickened.  In  securing  assistant 
adult  leaders  it  is  a  distinct  advantage  to  have  a  definite 
proposition  to  offer. 

There  are,  however,  certain  points  to  be  safeguarded. 
Any  local  church  that  adopts  such  programs  promoted 
by  specialists  faces  the  responsibility  of  making  the 
program  of  religious  education  equally  interesting.  Recre- 
ation should  not  be  permitted  to  crowd  religion  aside. 
There  is  time  for  both.  Each  should  receive  its  proper 
share  of  attention.  One  should  supplement  the  other. 
If  the  director  of  recreational  and  social  activities  is 
also  the  director  of  religious  education,  the  problem  of 
correlating  the  two  programs  is  relatively  simple. 

While  the  badges,  uniforms,  and  other  insignia  have 
distinct  meanings  to  the  promoters  of  these  specialized 
programs,  the  meanings  which  boys  and  girls  give  to 
them  arise  out  of  their  own  experiences.  A  scout  badge 
may  symbolize  loyalty  to  the  church  and  reverent 
participation  in  the  services  of  worship.  In  a  certain 
city  in  New  York  State  every  member  of  the  Senior 
Camp  Fire  group  is  now  a  teacher  in  the  church  school. 
Young  people  should  be  so  trained  as  to  find  in  religion 


178  THE  CHURCH  AT  PLAY 

the  foundation  and  support  of  the  social  graces  and 
recreational  ideals.  The  insignia  should  symbolize  the 
religious  motive  in  recreation  as  well  as  its  program 
of  activities. 


CHAPTER  XIII 

DRAMATIC  PLAY  IN  CHURCH  AND  CHURCH 
SCHOOL 

The  Renewing  of  Old  Ties 

Drama  "sprung  from  the  foot  of  the  altar." 

The  Recreational  Use  of  Dramatics 
Organize  a  dramatic  club. 
Dramatization  in  the  church  school. 

The  Children's  Chautauqua 
Some  guiding  principles. 

Source  Materials 


What  faith  is  to  the  adult  the  dramatic  instinct  is  to  the  child : 
it  is  the  substance,  the  substantial  realization  of  things  hoped  for. 
It  is  the  power  to  make  things  happen.  To  both  the  child  and  adult 
it  is  the  victory  that  overcomes  the  prosaic,  sawdust  affairs  of  life. 


CHAPTER  XIII 

DRAMATIC  PLAY  IN  CHURCH  AND  CHURCH 
SCHOOL 

Time  was  when  the  people  looked  to  the  church  for 
leadership  in  their  play.  Holidays  were  holy  days. 
Festivals  were  motivated  by  religion.  The  most  pop- 
ular forms  of  social  enjoyment  were  not  secular  and 
irreligious.  The  holiday  celebrations  left  an  abiding 
sense  of  spiritual  satisfaction. 

THE   RENEWING   OF   OLD   TIES 

During  the  Middle  Ages,  when  the  church  felt  the 
responsibility  for  directing  the  play  of  all  the  people, 
drama  was  used  freely  and  without  moral  or  religious 
compromise.^  The  miracle  and  moraHty  plays  of  the 
pre-Elizabethan  period  were  found  in  France,  England, 
Germany,  Flanders,  and  other  countries.  They  were 
community  affairs.  If  reHgion  is  moraHty  lit  up  by 
emotion,  then  the  church  in  the  olden  times,  knew  how 
to  present  religion.  At  those  times  when  the  people 
were  enjoying  leisure  time,  it  made  moral  ideals 
luminous. 

But  with  the  commercialization  of  drama,  the  reli- 
gious motive  and  patronage  has  been  lost.  As  Donald 
Robertson  said,   "When  the  money  changers  entered 

•  See  Gordon  Grosse,  The  Religious  Drama,  A.  R.  Mowbray  &  Co.,  Ltd.,  Oxford, 
England.  This  is  an  outline,  historical  sketch  of  the  drama  from  its  beginning  to 
the  present  day  with  special  emphasis  upon  its  constituting  an  art  of  the  church. 

See  also  J.  H.  Smith,  The  Parish  Theatre,  Longmans  Green  &  Co.,  New  York. 
A  brief  account  of  the  rise,  present  condition,  and  prospect  of  religious  drama. 

Also  Katharine  Lee  Bates,  The  English  Religious  Drama. 

i8i 


i82  THE  CHURCH  AT  PLAY 

the  temple,  art  fled."  And  so  we  have  the  descendants 
of  the  court  fool  occupying  the  stage.  The  scandalous 
immorality  and  irreligion  of  the  stage  has  been  a  matter 
of  grave  concern  to  religious  leaders. 

The  church  has  learned,  however,  that  mere  crit- 
icism and  denunciation  is  of  no  avail.  The  dramatic 
interest  cannot  be  driven  out  in  that  way.  There  is 
neither  insight  nor  effectiveness  in  describing  a  native 
disposition  such  as  dramatic  imitation  as  though  it 
were  an  evil  spirit  and  calling  upon  it  to  come  out  of 
human  nature.  The  solution  of  the  degradation  of 
drama  is  not  to  be  accomplished  in  that  way. 

Drama  "sprung  from  the  foot  of  the  altar." — 
The  educational  leaders  of  the  church  are  convinced, 
however,  that  they  have  a  solution.  They  are  bound 
to  reclaim  the  dramatic  arts  and  to  restore  them  to 
their  original  place  as  the  hand  maidens  of  reUgion. 
Here  is  an  ancient,  a  tried  and  true  method  of  purify- 
ing and  reenforcing  the  highest  ideals. 

For  nearly  three  thousand  years  the  drama  has  been 
one  of  the  world's  chief  sources  not  only  of  entertain- 
ment but  also  of  education.  When  rehgion  was  the 
chief  cultural  concern  of  mankind  the  dramatic  method 
was  used.  The  ballet  originally  was  a  form  of  prayer. 
The  nature  worshiper  used  his  whole  body  to  enact 
things  which  he  wished  the  Great  Spirit  to  send.  With 
the  present-day  renaissance  in  education  and  in  religion, 
the  drama  will  be  used  more  and  more  both  to  teach 
religion  and  to  conserve  leisure. 

The  basic  needs  and  interests  of  humanity  must  be 
taken  into  account  in  the  church's  development  of  its 
program.  The  dramatic  interest  is  a  part  of  the  child's 
biological  inheritance.  The  make-believe  play  of  the 
little  child  and  the  Big- Injun  pranks  of  the  boy  all  reveal 


DRAMATIC  PLAY  183 

to  an  educationally  intelligent  church  the  presence 
and  value  of  this  inborn  disposition.  Religion  that  is 
transmitted  through  the  drama  is  not  tainted  by  that 
fact. 

No  program  of  play  and  recreation  can  be  complete 
if  it  ignores  an  interest  as  universal,  vital,  and  whole- 
some as  this  one.  The  question  now  before  the  church 
is  not,  Shall  we  use  dramatics?  but,  rather,  How  shall 
we  use  dramatics?^ 

THE  RECREATIONAL  USE  OF  DRAMATICS 

The  use  of  dramatics  for  educational  purposes  does 
not  interfere  with  their  use  for  recreational  purposes. 
It  is  play  in  one  of  its  purest  forms  when  a  group  of 
young  people  create  and  maintain  a  mental  state  of 
illusion  on  the  part  of  their  friends  who  have  come  to 
witness  the  production.  To  act  the  part  of  another 
character  or  personaHty  is  a  most  vital  form  of  relaxa- 
tion and  recreation.  The  ordinary  amateur  play  in- 
volves cooperation,  exuberant  self-expression,  muscular 
control,  curiosity,  dramatic  imitation,  and  many  other 
play  motives.  It  is  capable  of  yielding  some  of  the 
most  intense  forms  of  enjoyment. 

Amateur  dramatics  should  be  clearly  distinguished 
from  professional  dramatics.^  The  young  people  of  a 
church  should  not  spend  their  energy  in  studying  the 
technique  of  commercialized  and  professionalized  play 
production.  The  purpose  of  this  phase  of  the  recre- 
ational program  is  not  to  awaken  interest  in  actors 
and  actresses  and  the  stage  as  a  career.     It  is,  rather, 


'  For  detailed  answer  to  this  question  see:  Alice  M.  H.  Heniger,  The  Kingdom 
of  the  Child;  Helen  L.  Willcox,  Mission  Study  Through  Educational  Dramatics; 
Elizabeth  E.  Miller,  The  Dramatization  of  Bible  Stories. 

'  W.  v.  Meredith,  Pageantry  and  Dramatics  in  Religious  Education,  Chap.  IV, 
The  Abingdon  Press,  New  York,  1921. 


i84  THE  CHURCH  AT  PLAY 

the  Joy  of  participating  in  the  play,  of  realizing  deeper 
meanings,  and  of  awakening  interest,  on  the  part  of 
neighbors  and  friends,  in  the  themes  produced.  This 
is  educational^  not  professional  dramatics. 

Organize  a  dramatic  club. — In  order  to  give  ade- 
quate guidance  and  stimulation  to  the  dramatic  motive 
there  is  particular  need  of  a  competent  leader.  In  many 
churches  the  organization  of  a  mixed  dramatic  club 
has  been  the  method  used  by  the  recreational  leader 
in  the  solution  of  the  problem.  At  first  simple,  one- 
act  plays  can  be  presented,  and  then,  as  proficiency  is 
gained,  the  more  substantial  productions  can  be  under- 
taken. The  yearly  plans  of  the  club  may  well  culminate 
in  a  fairly  ambitious  project  in  which  the  best  local 
amateur  talent  will  be  used. 

Gradually  the  club  can  accumulate  a  substantial 
amount  of  properties  to  be  used  in  different  kinds  of 
plays.  The  costumes  of  folk  who  lived  in  Palestine 
can  be  used  on  many  occasions.  Young  men  who  are 
interested  in  electricity  and  lighting  effects  will  find 
here  an  opportunity  to  make  good  use  of  their  knowl- 
edge and  skill.  The  dramatic  club,  if  properly  organ- 
ized and  administered,  can  greatly  broaden  the  appeal 
of  the  church  in  the  entire  community. 

It  is  through  such  a  club  that  the  recreational  director 
will  do  his  most  effective  work.  His  task  is  to  guide  the 
expression  of  the  dramatic  motive.  This  can  be  done 
to  the  best  advantage  if  there  is  a  group  of  interested 
young  people  who  are  studying  the  ideals  and  technique 
of  educational  dramatics  and  whose  productions  elevate 
and  purify  the  ideals  of  the  entire  constituency  of  the 
church. 

This  plan  is  well  illustrated  by  the  Pilgrim  Players 
in  the  First  Congregational  Church  of  Evanston,  Uluiois. 


DRAMATIC  PLAY  185 

The  purpose  of  the  club  is  to  put  on  Bible  plays  in  the 
church.  The  young  people  meet  every  other  Sunday 
afternoon  to  rehearse  the  play.  Under  the  guidance 
of  an  art  director,  they  design  the  costumes  after  look- 
ing up  pictures  and  historical  records  in  the  museum. 
The  Ladies'  Aid  Society  helps  the  girls'  Sunday  school 
classes  to  make  the  costumes  from  these  designs,  the 
kindergarten  and  primary  helping  with  the  simpler 
decorations,  while  the  boys'  classes  design  and  execute 
the  scenery.  The  choir  leads  and  directs  any  necessary 
music,  and  the  stage  with  full  equipment  is  built  and 
installed  by  the  boys.  Thus  the  various  branches  of 
the  church  body  cooperate  to  work  out  the  play,  which 
is  presented  by  the  players  as  a  product  of  their  united 
effort. 

Dramatization  in  the  church  schooL — Another 
method  of  working  with  drama  in  the  church  may  be 
carried  out  most  successfully  with  the  younger  groups 
in  the  church  school.  Meeting  every  Sunday  after- 
noon, the  classes  of  children  from  eight  to  twelve  years 
old  work  out  impromptu  dramatizations  of  the  Bible 
parables  and  history.  The  director  tells  the  story  to 
the  children  very  simply;  then  they  map  out  the  plot, 
divide  the  material  into  scenes,  and  outline  the  action. 
Bit  by  bit,  as  they  work  it  over  and  perfect  the  dia- 
logue, after  four  or  five  meetings  the  play  is  ready  for 
an  informal  performance.  Thus  the  Bible  story  be- 
comes part  and  parcel  of  the  children's  lives,  a  never- 
to-be-forgotten  reality. 

The  new  methods  of  story  dramatization  fit  into  the 
recreational  as  well  as  the  instructional  program  of 
the  church  school.  The  Bible  is  a  great  story  source 
book.  The  children  love  a  dramatic  story-teller— but 
the  story  told,  and  then  acted  by  the  children  them- 


1 86  THE  CHURCH  AT  PLAY 

selves,  has  very  great  value.  The  greater  the  number 
of  sensory  and  motor  channels  through  which  the  story 
reaches  the  child,  the  deeper  the  impressions  made. 
Among  the  Bible  stories  which  are  easily  acted  are 
those  of  Joseph,  Moses,  Ruth,  Queen  Esther,  Abraham 
and  the  Three  Guests,  Daniel,  David  and  Jonathan, 
The  Good  Shepherd,  The  Lost  Sheep,  The  Good  Samar- 
itan, The  Wise  and  Foolish  Virgins,  and  The  Prodigal 
Son. 

THE  children's  CHAUTAUQUA 

The  idea  of  a  juvenile  or  children's  Chautauqua 
conducted  by  local  amateur  leaders,  is  coming  to  be 
recognized  as  a  substantial  part  of  the  recreational 
and  educational  program  of  some  of  the  stronger 
churches. 

The  plan  provides  for  a  program  of  instruction  and 
education  suited  to  the  interests  of  children  from  six 
to  twelve  years  of  age.  All  the  children  are  invited 
to  come  to  the  church  on  Saturday  or  Wednesday 
afternoons.  The  parents  are  assured  that  they  can 
leave  the  children  and  feel  confident  that  they  will 
be  well  cared  for. 

The  programs  vary  from  week  to  week,  each  program 
occupying  from  two  to  three  hours.  The  adult  leaders 
in  charge  plan  to  secure  the  active  cooperation  of  the 
children  in  putting  on  some  of  the  numbers.  Story- 
telling, quiet  indoor  games,  story  dramatization,  pag- 
eants, puppet  shows,  missionary  plays,  singing  games, 
motion  pictures,  pantomime  charades,  shadow  plays, 
Bible  story  plays,  singing  and  other  musical  numbers 
are  used  in  ever-changing  combinations. 

The  children's  Chautauqua  makes  use  of  much  local 
talent  among  adults;  it  also  furnishes  various  kinds  of 


DRAMATIC  PLAY  187 

training  for  the  children.  But  the  principal  value  is 
found  in  the  fact  that  real  enjoyment  is  provided  and 
the  children  are  kept  away  from  other  and  morally 
damaging  forms  of  entertainment. 

This  idea  has  large  possibilities  provided  that  some 
capable  adult  leader  will  actually  become  responsible 
for  the  programs  as  they  are  presented  from  week  to 
week.  It  is  essentially  a  children's  institution,  and 
the  interests,  activities,  and  needs  of  the  children  should 
be  reflected  in  all  decisions  affecting  policy  and  program. 

Some  guiding  principles.^ — The  following  principles 
should  be  followed  in  this  kind  of  work  with  children: 

(i)  Never  show  a  frivolous  or  sarcastic  attitude 
toward  the  efforts  of  children.  Try  to  get  their  point 
of  view.  If  they  are  really  trying  to  act  a  part,  treat 
it  as  a  serious  matter.    It  is,  to  them. 

(2)  Use  short  plays.  If  the  parts  are  long,  cut  them 
down.  Do  not  hesitate  to  suit  the  play  to  the  child 
or  to  the  audience,  provided,  of  course,  that  the  true 
message  is  not  impaired. 

(3)  Select  plays  that  give  equal  opportunity  to  many 
rather  than  star  roles  to  the  few. 

(4)  Be  sure  that  all  plays  selected  have  real  educa- 
tional value.  The  children  learn  to  appreciate  such 
plays. 

(5)  The  ideals  presented  should  be  those  that  the 
children  can  make  use  of — that  can  reappear,  without 
delay,  in  their  own  everyday  conduct.  Present  normal 
rather  than  fantastic  situations. 

(6)  Encourage  play  production  on  the  part  of  the 
children,  themselves. 

•  For  more  detailed  suggestions  and  a  fairly  complete  list  of  books  containing 
helpful  suggestions  as  to  the  value  and  handling  of  children's  dramatics,  festivals, 
and  pageants,  see  Kate  Oglebay,  Plays  for  Children,  The  Drama  League  of  Amer- 
ica, 736  Marquette  Building,  Chicago,  Illinois.    Price,  25  cents. 


THE  CHURCH  AT  PLAY 


SOURCE  MATERIALS 

There  is  now  an  abundance  of  source  materials  suited 
for  use  in  churches  and  church  schools.  A  very  wide 
range  of  choice  is  offered.  If  plays  are  of  a  religious 
nature  and  are  produced  in  the  chancel  of  the  church, 
a  screen  background  can  be  made  by  the  use  of  plain 
hangings  or  curtains  made  of  sateen  or  other  suitable 
cloth. 

The  most  serviceable  published  lists  of  plays  which 
can  be  produced  under  church  auspices  can  be  secured 
from 

The  Abingdon  Press,  150  Fifth  Avenue,  New  York 
City. 

Commission  on  Church  Pageantry  and  Drama, 
Protestant  Episcopal  Church,  289  Fourth  Avenue,  New 
York  City. 

The  Women's  Boards  of  Home  and  Foreign  Missions 
of  the  Presbyterian  Church  in  the  U.  S.  A.,  156  Fifth 
Avenue,  New  York  City. 

Womans  Press,  600  Lexington  Avenue,  New  York 
City. 

Missionary  Education  Movement  of  the  United 
States  and  Canada,  160  Fifth  Avenue,  New  York  City. 

The  Pageants  and  Exhibits  Division  of  the  Method- 
ist Episcopal  Church,  740  Rush  Street,  Chicago,  Illinois. 

Playground  and  Recreation  Association,  i  Madison 
Avenue,  New  York  City. 

The  Drama  League  of  America,  306  Riggs  Building, 
Washington,  D.  C. 

In  addition  to  the  above  lists  which  refer  to  a  large 
number  of  pamphlets,  source  materials  in  book  form 
may  be  found  in  the  following: 

Rita  Benton,  Bihle  Plays,  The  Abingdon  Press,  New 


DRAMATIC  PLAY  189 

York;  1922,  237  pages.  The  following  stones  are  given: 
"Joseph  and  His  Brethren,"  'The  Golden  Calf,"  "The 
Daughter  of  Jephthah,"  "Ruth  and  Boaz,"  "Esther," 
"Daniel,"  "The  Burning  Fiery  Furnace,"  "The  Christ- 
mas Story." 

Rita  Benton,  Shorter  Bible  Plays,  The  Abingdon 
Press,  New  York,  1922;  135  pages.  This  text  includes 
the  following:  "Noah's  Flood,"  "The  Proving  of  Abra- 
ham," "Moses  in  the  Bulrushes,"  "Up,  Up  From  Egypt 
to  the  Promised  Land,"  "The  Call  of  Samuel,"  "David 
and  Goliath,"  "The  Judgment  of  Solomon"  (Longer 
Version),  "The  Judgment  of  Solomon"  (Shorter  Ver- 
sion), "The  Good  Samaritan,"  "Manger  Service." 

Elizabeth  E.  Miller,  The  Dramatization  of  Bible 
Stories,  University  of  Chicago  Press,  191 8;  162  pages. 
A  study  of  the  educational  aims  and  methods  of  dram- 
atization with  the  dramatization  of  the  following  sub- 
jects: "Joseph,"  "David  and  Goliath,"  "Moses  in  the 
Buh-ushes,"  "Ruth,"  "Queen  Esther,"  "Abraham  and 
the  Three  Guests,"  "Daniel  in  the  Lions'  Den,"  "New 
Testament  Parables." 

Mary  M.  Russell,  Dramatized  Bible  Stories,  George  H. 
Doran  Company,  New  York,  1922;  92  pages.  Twelve 
dramatized  stories  suited  to  the  interests  and  needs  of 
12-17-year-old  young  people. 


SECTION  II 

SOURCE  MATERIALS  FOR  USE  BY  THE  CHURCH 
AT  PLAY 

It  is  highly  desirable  that  the  social  and  recreational 
director  undertake,  industriously,  to  collect  source 
materials  from  which  programs  can  be  made  up.  The  use 
of  four  by  six  inch  plain-ruled  cards  is  recommended — 
these  to  be  kept  in  an  appropriate  file.  For  convenience 
and  ready  reference,  grouping  under  ten  headings  is  sug- 
gested. The  materials  included  in  the  following  pages 
are  intended  to  suggest  the  wide  range  from  which  selec- 
tions and  adaptations  can  be  made.  For  further  materials, 
consult  the  general  bibliography  on  page  313  and  the 
special  bibliographies  given  in  connection  with  each 
group. 

I.  "Ice-Breakers,"  or  Social  Mixers. 

II.  Children's  Games. 

III.  Stimts  and  Tricks. 

IV.  Active  Indoor  Games. 
V.  Quiet  Indoor  Games. 

VI.   Outdoor  Games. 
VII.   Pencil  and  Paper  Games. 
VIII.   Songs. 
IX.   "Turis"  Games. 
X.  Special  Occasions. 


CHAPTER  I 
"ICE-BREAKERS,"  OR  SOCIAL  MIXERS 

1.  I,  Yes  or  No. 

2.  Autograph  Album. 

3.  Paper  Handshake. 

4.  Musical  Mixer — a  la  Mode. 

5.  Klondike. 

6.  Alphabet  Mixer. 

7.  Music  Hath  Charms. 

8.  Animal  Hunt. 

9.  Matching  Advertisements. 

10.  Matching  Proverbs. 

11.  Zipp-Zapp. 

12.  Animal  Partners. 

13.  Something  to  Do. 

14.  Ribbon  Partners. 

15.  Grand  March  Figures. 

16.  Eye  Siu*vey. 

For  additional  material  see 
Geister,  It  is  to  Laugh,  Chapter  I. 
Elson  and  Trilling,  Social  Games  and  Group  Dances, 
Chapter  I. 
Wolcott,  The  Book  of  Games  and  Parties,  Chapter  XXII. 


"Dickens,  in  describing  a  gay  scene  at  the  Hampton  race-course, 
says:  *Even  the  sunburnt  faces  of  gypsy  children,  half-naked  though 
they  be,  suggest  a  drop  of  comfort.  It  is  a  pleasant  thing  to  see 
that  the  sun  has  been  there;  to  know  that  they  are  children  and 
lead  children's  lives;  that  if  their  pillows  be  damp,  it  is  with  the 
dews  of  heaven  and  not  with  tears;  that  the  limbs  of  their  girls  are 
free,  and  not  crippled  by  distortions,  imposing  an  unnatural  and 
horrible  penance  upon  their  sex;  that  their  lives  are  spent,  from 
day  to  day,  at  least  among  the  waving  trees,  and  not  in  the  midst 
of  dreadful  engines,  which  make  children  old  before  they  know 
what  childhood  is,  and  give  them  the  exhaustion  and  infirmity  of 
age,  without,  like  age,  the  privilege  to  die.'  ^^— Archibald,  The  Power 
0/  Play,  p.  II.    The  Sunday  School  Union,  London. 


CHAPTER  I 
"ICE-BREAKERS,"  OR  SOCIAL  MIXERS 

1.  I,  Yes,  or  No. — As  each  guest  enters  he  is  given 
ten  beans  (corn,  rice,  or  other  substitute  may  be  used). 
The  guests  are  then  told  to  ask  questions  of  each  other, 
collecting  a  bean  from  anyone  who  answers  a  question 
with  the  words  "I,"  "Yes,"  or  "No."  A  prize  is  awarded 
to  the  one  having  the  largest  number  of  beans  when 
time  is  called. 

2.  Autograph  Album. — Provide  each  guest  with  a 
pencil  and  several  blank  cards.  Announce  that  first 
and  second  prizes  will  be  given  to  the  two  guests  who 
obtain  the  largest  number  of  autographs,  each  auto- 
graph to  be  accompanied  by  a  brief  quotation  or  senti- 
ment suitable  for  an  autograph  album. 

3.  Paper  Handshake. — As  the  guests  arrive  they  are 
received  by  the  committee  who  constitute  the  receiving 
line,  each  member  of  the  reception  committee  having 
his  hand  inserted  in  a  paper  bag.  After  the  recently 
arrived  guest  has  thus  been  received,  he  or  she  is  fur- 
nished with  a  paper  bag  and  is  requested  to  shake  hands 
with  every  other  guest,  provided  the  paper  bag  is  not 
worn  out  in  the  meantime. 

4.  Musical  Mixer — a  la  mode. — Players  form  in  two 
concentric  circles,  the  girls  in  the  inner,  and  the  men  in  the 
outer  circle,  or  vice  versa.  Each  player  is  provided  with 
ten  grains  of  corn,  rice,  or  tapioca.  A  march  is  played 
on  the  piano  and  the  players  march  in  their  respective 
circles,  the  men  going  in  one  direction  and  the  girls 
in  the  other.     When  the  music  ceases  the  marching 

195 


196  THE  CHURCH  AT  PLAY 

stops,  the  players  in  the  inner  circle  facing  those  in  the 
outer  circle,  the  two  engaging  in  conversation  following 
the  rules  of  game  No.  i,  "I,  Yes,  or  No."  As  the  music 
starts  again  the  marching  proceeds  as  formerly  and 
conversation  goes  on  between  newly  formed  couples. 
The  game  continues  until  the  guests  are  all  well 
acquainted.  The  guest  having  the  largest  number  of 
grains  is  proclaimed  the  most  alert  conversationalist. 

5.  Klondike. — Each  of  three  guests  is  given,  secretly, 
a  ten-cent  piece  (or  any  other  piece  of  money).  The 
entire  company  is  informed  that  there  is  a  "find"  await- 
ing the  lucky  guest  who  is  the  tenth  person  to  shake 
hands  with  any  one  of  three  guests  who  have  "just 
returned  from  the  Klondike."  Only  those  who  have  the 
money  are  aware  of  it.  They  must  keep  track  of  the 
number  of  guests  with  whom  they  shake  hands  and 
when  the  tenth  person  is  reached  this  fact  must  be 
announced  to  the  leader  who  makes  the  award. 

6.  Alphabet  Mixer. — (For  sixty  or  more  guests.) 
The  company  is  divided  into  groups,  each  group  con- 
taining about  thirty  guests.  Large  cards  are  distributed 
containing  one  letter  of  the  alphabet — each  guest  being 
provided  with  a  card.  A  captain  for  each  group  is 
chosen.  The  leader  then  calls  out  a  word  the  letters 
to  spell  which  are  known  to  be  in  each  group.  The 
group  first  forming  the  word  and  presenting  the  players 
who  form  it  wins  as  many  points  as  there  are  letters 
in  the  word.  In  making  the  cards  be  sure  to  have  in 
each  set  several  marked  E. 

7.  Music  Hath  Charms. — Select  three  or  more  of 
the  stunt  songs  numbered  131  to  148  and  have  the  words 
mimeographed.  As  the  guests  arrive  pass  out  pro- 
miscuously ten  copies  of  each  song  selected.  Explain 
that  all  who  have  the  same  song  are  to  get  together 


"ICE-BREAKERS"  OR  SOCIAL  MIXERS     197 

as  quickly  as  possible,  learn  the  words,  and  quietly 
practice  their  song.  As  soon  as  all  have  practiced  and 
are  ready,  each  group  presents  its  song  to  the  entire 
company. 

8.  Animal  Hunt. — ^The  names  of  different  animals 
are  written  on  different  slips  of  paper  and  pinned  onto 
the  backs  of  the  guests  as  they  arrive.  The  game  is  to 
find  out  by  asking  questions  of  others  what  animal 
name  is  pinned  onto  one's  own  back.  Only  questions 
that  can  be  answered  by  "Yes"  or  "No"  are  permitted. 
As  soon  as  a  guest  has  found  out  what  his  animal  name 
is,  it  is  removed  from  his  back  and  pinned  on  the  front. 
The  game  continues  until  everyone  has  found  out  his 
animal  name. 

9.  Matching  Advertisements. — Familiar  advertise- 
ments are  taken  from  magazines  and  each  advertise- 
ment is  divided  into  four  or  six  parts  by  irregular  cuts. 
These  parts  are  distributed  promiscuously  as  the  guests 
arrive.  As  soon  as  a  group  of  guests  has  put  together 
their  advertisement  they  step  to  one  side  of  the  room, 
thus  simpHfying  the  tasks  of  the  remaining  groups. 
Each  group  may  put  on  a  stunt  suggestive  of  the  adver- 
tisement, the  other  guests  being  asked  to  identify  it 
by  witnessing  the  stunt. 

10.  Matching  Proverbs. — Familiar  proverbs  are 
written  on  separate  pieces  of  paper,  each  paper  being 
cut  so  as  to  leave  two  or  three  words  together.  These 
are  distributed  promiscuously  as  the  guests  arrive. 
Each  guest  is  asked  to  try  to  find  those  who  hold  the 
words  which  complete  his  proverb.  For  instance,  the 
proverb  "Anything  worth  doing  is  worth  doing  well" 
might  be  cut  as  foUows:  "Anything  worth  doing" — "is 
worth" — "doing  well."  After  the  guests  have  pieced 
together  their  proverbs  they  may  represent  them  by 


198-  THE  CHURCH  AT  PLAY 

some  stunt  or  pantomime,  the  other  guests  guessing 
what  the  proverb  is. 

11.  Zipp-Zapp. — ^The  guests  are  formed  into  circles 
with  about  twenty  in  each.  One  guest  is  chosen  to 
stand  in  the  center  of  each  circle  and  explains  that  in 
a  moment  he  will  ask  the  guests  to  give  the  names  of 
the  right  hand  and  left  hand  neighbors.  This  game 
can  be  played  after  No.  2,  Autograph  Album. 

When  all  are  ready  the  one  in  the  center  points  quickly 
to  someone  in  the  circle  saying  "Zipp,  one,  two,  three, 
four,  five,  six,  seven,  eight,  nine,  ten."  The  person 
to  whom  he  points  must  give  the  name  of  his  right  hand 
neighbor  before  the  number  is  reached.  The  one  in 
the  center  may  say  "Zapp,  one,  two,  three,  four,  five, 
six,  seven,  eight,  nine,  ten,"  in  which  case  the  name 
of  the  left-hand  neighbor  must  be  spoken.  Any  player 
who  fails  to  name  either  his  right-hand  or  left-hand 
neighbor  before  the  count  is  up  must  exchange  places 
with  the  one  in  the  center.  After  the  guests  have  be- 
come quite  familiar  with  each  other's  names  the  one  in 
the  center  may  shout  *  'Zipp-Zapp 's  crazy. ' '  At  this  signal 
all  change  places  and  the  game  proceeds  as  formerly. 

12.  Animal  Partners. — ^As  the  guests  arrive  give  each 
girl  a  small  card  and  pencil,  asking  her  to  write  down 
on  it  the  name  of  an  animal  or  bird  which  she  would 
readily  recognize  if  its  call  were  reproduced  or  if  its 
ways  were  acted  out  in  pantomime.  These  cards  are 
collected  and  passed  out  to  the  men,  who  are  lined  up 
on  the  opposite  side  of  the  room.  One  by  one  each  man 
imitates  the  call  of  the  animal  or  bird  named  on  his 
card;  or,  if  he  prefers,  he  may  represent  it  in  panto- 
mime. As  soon  as  the  girl  whose  card  he  holds  recog- 
nizes her  animal  or  bird  partner,  she  claims  him  and 
they  are  partners  for  the  next  game. 


"ICE-BREAKERS"  OR  SOCIAL  MIXERS     199 

13.  Something  to  do. — As  the  guests  arrive  each  is 
given  a  numbered  card.  The  girls  are  given  the  cards 
with  even  numbers  and  the  men,  odd.  On  each  card 
is  written  something  to  do.  The  following  are  suggestive : 
"Find  number  thirteen  and  ask  him  to  recite  his 
favorite  poem."  "Find  number  six  and  introduce  her 
to  number  nineteen."  "Shake  hands  with  number  four- 
teen, and  ask  her  to  help  you  to  discover  the  color  of 
the  eyes  of  numbers  six  and  seven."  All  cards  given 
out  are  thus  furnished  with  a  number  and  a  suggestion 
of  one  thing  to  be  done. 

14.  Ribbon  Partners. — If  there  is  a  balcony  in  the 
room  where  the  social  is  to  be  held,  let  aU  of  the  girls, 
as  they  arrive,  go  into  the  balcony.  When  all  the 
guests  have  arrived  and  the  men  are  standing  on  the 
floor  let  the  girls,  remaining  hidden,  throw  tiny  strips 
of  baby  ribbon  over  the  edge  of  the  balcony.  Each  man 
selects  a  ribbon  and  pulls  it  gently.  This  is  the  signal 
for  the  girl  who  has  hold  of  the  other  end  to  reveal 
herself  and  come  walking  down  the  stairs,  still  holding 
the  end  of  the  ribbon  if  the  architecture  of  the  room 
permits  it.  The  partners  thus  chosen  may  be  used 
immediately  in  a  game  requiring  partner  formation. 

15.  Grand  March  Figures. — (i)  Boys  form  on  one 
side,  girls  on  the  other.  The  first  one  of  each  line  leads 
his  line  to  the  rear  of  the  room  and  the  lines  march 
down  the  center  in  twos,  or  players  may  get  partners 
and  march  in  a  circle  around  the  room,  coming  down 
the  center  in  twos. 

(2)  First  couple  go  to  right  and  second  to  left,  third 
to  right,  etc.  Couples  meet  at  back  of  room  and  come 
up  in  fours. 

(3)  The  three  at  the  right  turn  right  and  the  one  on 
the  left  turns  left,  come  up  in  center  in  fours.     The 


200  THE  CHURCH  AT  PLAY 

three  on  the  left  turn  left,  and  one  on  right  turns  right, 
and  come  up  the  center  in  fours. 

(4)  Fours  divide  in  twos,  going  right  and  left.  When 
the  lines  meet  at  the  other  end  of  the  room,  the  couples 
on  the  director's  left  form  a  bridge  by  holding  inside 
hands  high,  while  the  other  line  marches  under,  both 
lines  marching  all  the  time.  When  the  lines  meet 
again  at  the  front  of  the  room,  the  other  line  of  couples 
form  the  bridges,  while  the  bridges  pass  under, 

(5)  When  the  two  lines  meet  at  rear  of  room,  the 
first  couple  of  each  line  join  hands  and  skip  around 
in  circle  for  seven  counts.  On  the  eighth  count,  the 
couple  on  the  left  go  under  a  bridge  formed  by  the 
right  side  couple,  each  couple  going  forward  in  eight 
counts  to  meet  the  next  couple  of  the  opposite  line. 
This  is  continued  through  the  lines  until  the  leading 
couples  meet  again. 

(6)  Couples  meet  at  front  of  room  forming  fours — 
the  first  four  turning  right,  the  second  four  turning 
left  and  coming  up  the  center  in  eights,  halting  at  the 
front  of  the  room.  Eights  join  hands  and  the  leader 
(on  the  right  of  the  front  hne)  skips  into  a  winding 
formation  so  that  attachment  can  be  made  with  second 
line  (the  last  one  of  the  first  line  joining  hands  with 
the  one  on  the  right  of  the  second  line).  When  all 
the  group  is  in  line,  players  form  a  circle. 

(7)  Partners  face  and  right  and  left  around  the 
circle  to  own  partner.  The  leader  winds  up  the 
circle  by  leading  the  players  inside  the  outside  circle. 
When  the  players  are  wound  up,  the  leader  unwinds 
by  turning  outside,  and  walking  with  back  to  players 
who  are  still  winding  up. 

(8)  Two  circles  are  formed,  girls  inside,  boys  out- 
side.   Boys  make  arches  by  lifting  joined  hands.     Girls 


"ICE-BREAKERS"  OR  SOCIAL  MIXERS    201 

join  hands  and  follow  the  leader  in  and  out  of  the  arches. 
Boys  take  girls  on  their  right  and  march  around  circle 
in  twos,  coming  up  center  in  fours. 

(9)  The  two  inside  lines  form  arches  while  the  out- 
side lines  march  forward,  meet  a  new  partner,  and  march 
under  arches. 

16.  Eye  Survey. — Give  each  guest  five  blank  cards. 
On  one  card  write  the  names  of  as  many  blue-eyed 
guests  as  possible;  on  another,  those  having  brown  eyes; 
on  another,  those  having  black  eyes;  on  another,  those 
having  gray  eyes;  and  on  the  fifth  card  place  the  names 
of  those  who  cannot  be  classified — the  miscellaneous 
list — adding  the  color  of  the  eyes  of  each  name. 


CHAPTER  II 
CHILDREN'S  GAMES 

17.  Aeroplane  Race. 

18.  Japanese  Tag. 

19.  Chinese  Wall. 

20.  Obstacle  Race. 

21.  Pom  Pom  Pull  Away. 

22.  Poison. 

23.  Button,  Button. 

24.  Slap  Jack. 

25.  Jacob  and  Rachel. 

26.  Drop  the  Handkerchief. 

27.  Nuts  in  May. 

28.  Puss  in  the  Comer. 

29.  All-Up  Relay  Race. 

30.  Potato  Race. 

31.  Spin  the  Platter. 

32.  Cobbler,  Cobbler,  Mend  My  Shoe. 

33.  Baste  the  Beetle  (Bear). 

34.  Two  Deep. 

35.  Trades  (New  Orleans). 

36.  Blind  Man's  Buff  with  Wand. 

37.  Oats,  Peas,  Beans,  and  Barley  Grows. 

38.  Farmer  in  the  Dell. 

39.  The  Miilberry  Bush. 

40.  Did  You  Ever  See  a  Lassie? 

41.  Itiskit,  Itasket.  42.  London  Bridge. 
For  additional  material  similar  to  the  above  consult: 

Draper, Games,  Part  I,  Chapters  I,  IV;  Part  III,  Chapter  II. 
Sheppard  and  Vaughan,  Games  and  Play  for  School  Morale. 
Johnson,  Edtication  by  Plays  and  Games,  Part  II. 
England,  Physical  Education,  pages  96-129. 
La  Porte,  A  Handbook  of  Games  and  Programs  for  Church, 

School,  and  Home,  Chapter  I. 
Bancroft,  Games,  pages  41-21 1. 

Community  Service,  Ftm  for  Everybody,  Chapter  IV. 
Churchill,    A    Practical   Recreation  Manual   for  Schools, 

Chapter  III. 


CHAPTER  II 
CHILDREN'S  GAMES 

17.  Aeroplane  Race. — Three  players  constitute  a 
team.  As  many  teams  as  desired  may  enter  the  race. 
In  each  team  are  two  "mechanics"  and  one  "aviator." 
The  two  mechanics  hold  between  them  a  string  about 
twenty-five  feet  long,  free  from  knots,  and  exactly 
horizontal.  A  small  paper  cornucopia  is  placed  at  the 
end  of  each  string  and  each  aviator,  blowing  into  the  large 
end,  moves  it  as  rapidly  as  possible  along  the  string 
to  the  opposite  end.  The  first  one  to  reach  the  oppo- 
site end  wins  the  race. 

18.  Japanese  Tag. — The  game  starts  as  any  tag 
game — one  player  simply  touches  another  and  starts  to 
run.  The  player  who  is  thus  tagged  places  his  right 
hand  on  the  spot  where  he  was  touched — head,  knee, 
shoulder,  ankle  or  back,  and,  with  his  hand  in  this 
position,  he  must  tag  some  other  player.  The  players 
usually  try  to  tag  some  one  on  the  knee  or  heel  so  as 
to  handicap  the  runner  as  much  as  possible. 

19.  Chinese  Wall.— The  "wall"  is  marked  off  by 
two  parallel  lines  straight  across  the  center  of  the  play- 
ground, leaving  a  space  between  them  about  four  feet 
wide  which  represents  the  wall.  On  each  side  of  the 
wall,  at  a  distance  of  from  fifteen  to  thirty  feet,  a  parallel 
line  is  drawn  across  the  playground.  This  marks  the 
safety  or  home  goal  for  the  besiegers. 

One  player  is  chosen  to  defend  the  wall,  and  takes 
his  place  upon  it.  All  other  players  stand  in  one  of 
the  home  goals.    The  defender  calls  out  "start"  when 

205 


2o6  THE  CHURCH  AT  PLAY 

all  players  must  cross  the  wall  to  goal  beyond,  the 
defender  trying  to  tag  as  many  as  he  can  as  they  cross; 
but  he  cannot  overstep  the  boundaries  of  the  wall  him- 
self. All  tagged  join  defender  in  trying  to  tag  the 
other  players.  Game  ends  when  all  have  been  caught. 
The  last  one  caught  becomes  the  defender  for  the  next 
game. 

20.  Obstacle  Race. — This  is  sometimes  called  "Over, 
Under,  Around  and  Through."  The  more  obstacles 
placed  in  the  way  of  the  runners  the  more  amusement 
it  affords.  About  eight  yards  from  the  starting  line 
have  hurdles,  not  over  two  feet  high;  carpenters'  saw 
horses  do  very  well;  eight  yards  farther  have  a  wire 
stretched  across  the  course  about  sixteen  inches  from 
the  ground;  this  they  must  go  under;  five  yards  from 
this  point  have  large  boxes  or  barrels  which  they  must 
go  around;  and  last,  barrels  with  both  ends  out  (being 
careful  no  nails  or  splinters  are  left  to  injure  the  run- 
ners); these  they  must  go  through.  Distance  run  not 
to  be  over  fifty  yards;  it  may  be  lessened  if  desired. 

21.  Pom  Pom  PuU  Away. — "It"  stands  midway  be- 
tween two  parallel  boundary  lines  about  forty  feet 
apart.  When  "It"  calls  out,  "Pom,  pom,  pull  away; 
if  you  don't  come  I'll  pull  you  away!"  all  run  to  the 
other  boundary  lines,  pursued  and  tagged  by  "It." 
All  caught  assist  "It"  until  all  others  are  caught.  Play- 
ers may  run  each  time  only  when  signal  is  given.  Varia- 
tion: Let  "It"  call  a  player  by  name,  as,  "John  Smith 
Pom,  pom,  pull  away!  Come  away  or  I'll  fetch  you 
away!"  If  John  Smith  is  caught,  he  assists  "It"; 
if  he  gets  safely  across,  he  remains  until  joined  by  his 
comrades. 

22.  Poison. — Four  or  more  Indian  clubs  or  bottles 
are  placed  on  the  ground.    Players  join  hands  in  a  circle 


CHILDREN'S  GAMES  207 

and  dance  around  them.  By  pulling  and  pushing  each 
other  each  player  tries  to  make  some  other  player 
knock  down  a  club  by  hitting  against  it.  A  player  who 
knocks  a  club  down  replaces  it  and  drops  out.  The 
game  continues  until  only  one  is  left. 

23.  Button,  Button. — An  indoor  game  for  from  ten 
to  twenty  players.  The  players  sit  or  stand  in  a  circle 
with  their  hands  in  front  of  them,  palms  together. 
The  one  who  has  been  selected  to  be  "It"  stands  in 
the  center  of  the  circle  with  his  hands  in  a  similar  posi- 
tion. A  button  is  held  between  his  hands.  He  goes 
around  the  circle  and  places  his  hand  between  those 
of  the  players,  dropping  the  button  into  the  hands  of 
one.  He  continues  about  the  circle,  still  making  the 
motions  of  dropping  the  button  in  the  hands  of  others, 
so  as  to  deceive  those  making  up  the  ring.  After  he 
has  taken  his  place  in  the  center  of  the  circle,  those  in 
the  ring  try  to  guess  into  whose  hands  he  has  dropped 
the  button;  the  one  succeeding  in  doing  this  takes  the 
button  and  continues  the  game. 

24.  Slap  Jack. — ^An  outdoor  game  for  from  ten  to 
twenty  players.  If  played  on  the  playground,  the 
players  stand  or  sit  in  a  circle.  One  player  runs  round 
outside  and  tags  one  of  the  circle  players,  who  leaves 
his  place  in  the  circle  and  runs  in  the  opposite  direction. 
When  the  players  meet,  they  bow  and  shake  hands. 
The  tagger  names  an  act  (such  as  running  and  touch- 
ing the  wall,  jumping  over  a  fence,  bumping  the  ground 
with  the  head  a  certain  number  of  times,  etc.)  which 
must  be  done  by  both.  The  player  who  first  does  the 
act  and  returns  to  the  vacant  place  in  the  circle  remains 
in  that  place,  and  the  one  left  out  becomes  the  tagger 
for  the  next  game. 

25.  Jacob  and  Rachel. — An  indoor  or  outdoor  game 


2o8  THE  CHURCH  AT  PLAY 

for  from  ten  to  twenty  players.  All  of  the  players 
except  two  join  hands  to  form  a  circle.  The  two  odd 
players,  Jacob  and  Rachel,  are  in  the  center,  Jacob 
being  blindfolded.  The  object  of  the  game  is  for  Jacob 
to  catch  Rachel,  locating  her  by  the  sound  of  her  voice. 
Rachel  does  all  in  her  power  to  avoid  being  caught 
by  Jacob,  even  though  she  answers  his  questions.  Jacob 
begins  by  asking,  ''Rachel,  where  art  thou?"  Rachel 
replies,  "Here  am  I,  Jacob,"  and  immediately  moves 
to  some  other  point  in  the  ring.  Rachel  may  stoop  to 
evade  being  caught  by  Jacob,  or  she  may  run  to  any 
part  of  the  circle,  but  she  must  not  leave  the  ring.  Jacob 
may  repeat  the  question  whenever  he  wishes,  and 
Rachel  must  answer  each  time.  When  Rachel  is  caught, 
Jacob  returns  to  the  ring.  Rachel  is  blindfolded  and 
chooses  a  new  Jacob,  this  time  seeking  him  with  the 
question,  "Where  art  thou,  Jacob?" 

A  variation  in  the  manner  of  choosing  a  new  Jacob 
or  a  new  Rachel  is  to  have  the  bhndfolded  player  stand 
in  the  circle  while  the  other  players  circle  round  two 
or  three  times.  The  player  in  the  center  is  then  asked 
to  point  in  any  direction.  The  player  toward  whom 
the  finger  is  pointed  must  step  into  the  circle.  When 
the  blindfolded  player  succeeds  in  catching  the  other 
player  in  the  circle  he  must  identify  the  player  caught 
by  feeling  the  face,  the  head,  or  the  hands.  If  the 
blindfolded  player  fails  in  the  identification,  he  remains 
blindfolded  until  he  finds  one  whom  he  can  identify. 

26.  Drop  the  Handkerchief. — An  outdoor  game  for 
from  ten  to  twenty  players.  All  of  the  players  except 
one  join  hands  to  form  a  circle.  The  odd  player  runs 
round  outside  the  circle,  carrying  a  handkerchief,  which 
he  drops  behind  one  of  the  other  players.  The  player 
behind  whom  the  handkerchief  is  dropped  picks  it  up 


CHILDREN'S  GAMES  209 

and  chases  the  one  who  dropped  it.  If  the  player  who 
dropped  the  handkerchief  is  tagged  before  he  gets  back 
to  the  vacant  place  in  the  circle,  he  must  take  his  place 
within  the  circle.  The  chaser  takes  the  handkerchief 
for  the  next  game.  A  player  who  does  not  discover 
that  the  handkerchief  has  been  dropped  behind  him 
until  the  one  who  dropped  it  tags  him  after  one  trip 
round  the  circle,  takes  his  place  within  the  circle  and 
the  same  player  drops  the  handkerchief  again.  Players 
who  become  prisoners  within  the  circle  may  gain  their 
freedom  by  picking  up  the  handkerchief  before  the  player 
behind  whom  it  is  dropped  picks  it  up,  in  which  case 
the  two  players  concerned  change  places. 

27.  Nuts  in  May. — An  indoor  or  outdoor  game  for 
from  ten  to  twenty  players. 

Here  we  come  gathering  nuts  in  May, 

Nuts  in  May,  nuts  in  May, 
Here  we  come  gathering  nuts  in  May, 

On  a  cold  and  frosty  morning. 

Whom  will  you  have  for  nuts  in  May, 

Nuts  in  May,  nuts  in  May, 
Whom  will  you  have  for  nuts  in  May, 

On  a  cold  and  frosty  morning? 

We  will  have  (Mary)  for  nuts  in  May, 

Nuts  in  May,  nuts  in  May, 
We  will  have  (Mary)  for  nuts  in  May, 

On  a  cold  and  frosty  morning. 

Whom  will  you  send  to  take  her  away. 
To  take  her  away,  to  take  her  away, 

Whom  will  you  send  to  take  her  away, 
On  a  cold  and  frosty  morning .? 


2IO  THE  CHURCH  AT  PLAY 

We'll  send  (John)  to  take  her  away, 
To  take  her  away,  to  take  her  away, 

We'U  send  (John)  to  take  her  away, 
On  a  cold  and  frosty  morning. 

The  pupils  stand  in  two  lines  facing  each  other.  The 
lines  should  be  about  four  paces  apart.  One  line  sings 
the  first  stanza  (to  the  air  of  "Mulberry  Bush")  while 
advancing  toward  the  opponents  and  retreating.  The 
other  line  advances  and  retreats  while  singing  the 
second  stanza.  The  first  line  advances  and  retreats 
while  singing  the  third  stanza,  in  which  one  of  the 
players  standing  in  the  opposing  line  is  named  for  nuts 
in  May.  The  second  line  advances  and  retreats  while 
singing  the  fourth  stanza,  in  which  it  is  suggested  that 
someone  be  sent  to  take  the  one  chosen  for  nuts  in  May. 
The  first  line  advances  and  retreats  while  singing  the 
last  stanza,  in  which  a  player  from  that  side  is  named 
to  "take"  the  one  chosen  for  nuts  in  May.  The  lines 
then  stand  while  these  two  players  advance  to  the 
center,  draw  a  mark  on  the  ground,  take  hold  of  right 
hands  (or  both  hands)  across  the  line,  and  engage  in  a 
tug  of  war.  The  player  who  is  pulled  across  the  line 
becomes  the  captured  nut  and  must  join  the  side  of 
the  captors.  The  game  is  continued  as  described  above, 
except  that  the  line  which  sang  the  second  stanza  the 
first  time  sings  the  first  stanza  the  second  time.  The 
game  is  continued  until  one  side  captures  all  of  its 
opponents. 

28.  Puss  in  the  Comer. — ^An  indoor  or  outdoor 
game  for  from  five  to  twenty  players.  If  played  on  the 
playground,  one  player  is  chosen  to  be  Puss,  and  the 
other  players  take  their  places  in  corners,  or  at  convenient 
goals  that  answer  the  same  purpose.    Puss  goes  from 


CHILDREN'S  GAMES  211 

one  to  another,  saying  "Puss  wants  a  corner!"  The 
player  to  whom  this  is  addressed  replies,  "Go  to  my 
next-door  neighbor."  Any  of  the  other  players  in  the 
meantime  may  change  places.  Puss  thereupon  tries  to 
obtain  one  of  the  vacant  corners  while  the  change  is 
taking  place.  When  Puss  obtains  a  place,  the  odd 
player  left  out  becomes  Puss  for  the  next  game.  Puss 
may  at  any  time  say,  "All  change!"  when  all  of  the 
players  must  change  places  at  the  same  time,  and  in 
the  general  flurry  Puss  may  obtain  a  place. 

29.  All-Up  Relay  Race. — Game  can  be  played  by  any 
number.  All  players  are  divided  into  two  teams,  each 
team  choosing  a  captain.  The  starting  line  and  the 
goals  should  be  about  thirty  yards  apart.  Each  goal 
consists  of  two  circles,  three  feet  in  diameter,  drawn 
on  the  ground  side  by  side — three  feet  apart.  Three 
bottles  (in  place  of  the  bottles,  eggs,  glasses  of  water, 
Indian  clubs,  or  similar  objects  can  be  used)  are  set 
upright  in  the  form  of  a  triangle  within  two  circles 
O  ©  *©  O)  and  about  one  foot  apart.  At  a 
given  signal  one  runner  from  each  team  starts  from 
the  line,  runs  to  his  circle,  places  the  three  bottles  in 
an  upright  position  in  the  empty  circle  so  as  to  form  a 
triangle,  and  returns  to  the  base  line.  The  second 
runners  are  waiting,  ready  to  start  out  as  soon  as  they 
are  touched  by  the  returning  first  runners.  This  process 
is  continued  until  the  last  two  runners  return  to  the 
base  line.  If  there  are  five  runners  on  each  team,  for 
instance,  the  first  one  of  the  two  fifth  runners  to  reach 
the  base  Une  wins  the  race  for  his  side. 

30.  Potato  Race.^ — An  indoor  or  outdoor  game;  two 
to  fifty  players.    A  starting  line  is  drawn  and  at  right 

1  For  variations  of  this  game  see  Bancroft,  Games  for  the  Playground,  Home, 
School,  and  Gymnasium,  The  Macmillan  Company,  1919,  pp.  131-156. 


212  THE  CHURCH  AT  PLAY 

angles  to  it  a  row  of  potatoes  (blocks  of  wood  or  stones) 
is  placed  for  each  player.  The  rows  are  six  feet  apart; 
eight  potatoes  in  a  row,  A  box,  basket,  or  pail  is  placed 
on  the  starting  line  at  the  end  of  each  row.  The  con- 
testants stand  beside  the  receptacle  and  at  the  signal 
gather  up  the  potatoes,  only  one  at  a  time  and  in  the 
order  in  which  they  are  placed  on  the  ground,  dropping 
or  throwing  them  into  the  receptacle.  The  finish  line 
is  five  feet  back  of  the  starting  line.  The  one  crossing 
it  first,  having  deposited  all  potatoes  in  his  receptacle, 
wins  the  race.  The  potatoes  can  be  gathered  up  with 
large  spoons  or  with  the  hands. 

31.  Spin  the  Platter. — Arrange  players  in  a  circle 
and  number  them  consecutively,  "It"  stands  in  the 
center  and  spins  a  platter,  at  the  same  time  calling 
out  a  number.  The  player  who  has  that  number  must 
catch  up  the  platter  from  the  floor  before  it  falls.  If 
he  fails  to  do  this,  he  becomes  "It,"  and  the  play  con- 
tinues, 

32.  Cobbler,  Cobbler,  Mend  My  Shoes. — Players 
form  in  circle.  Dumb-bell  or  any  other  suitable  object 
may  be  used  instead  of  a  shoe.  Players  stand  snugly 
together.    "It"  closes  his  eyes,  stands  in  center,  and  says: 

"Cobbler,  cobbler,  mend  my  shoe, 
Have  it  done  by  half -past  two, 
Stitch  it  up,  stitch  it  down." 

"It"  opens  eyes,  when  players  say:  "Now,  see  with 
whom  the  shoe  is  found."  As  "It"  says,  "Mend  my 
shoe,"  he  hands  it  to  one  of  the  players,  who  starts 
passing  the  shoe  behind  him.  "It"  tries  to  find  shoe. 
When  "It"  asks  any  player,  "Have  you  my  shoe?" 
the  player  must  show  both  of  his  hands.  The  dumb- 
bell must  be  kept  moving.    When  "It"  touches  player 


CHILDREN'S  GAMES  213 

who  has  the  "shoe,"  player  so  touched  changes  places 
with  "It."     Repeat. 

33.  Baste  the  Beetle  (Bear). — An  outdoor  game  for 
boys.  Players  stand  in  a  circle  with  hands  behind  them. 
"It"  runs  around  the  circle  and  places  a  knotted  towel, 
belt,  or  other  soft  "weapon"  in  the  hands  of  some  player, 
who  then  chases  the  person  standing  at  his  right  around 
the  circle.  During  the  chase  the  person  who  holds  the 
towel  or  rope  hits  the  one  he  is  chasing  as  often  as  possi- 
ble with  it  until  the  second  player  reaches  his  place 
in  the  circle.  The  first  player  then  continues  the  game 
from  the  beginning. 

34.  Two  Deep. — Players  stand  in  a  circle.  Two 
"Its"  are  chosen,  one  to  chase  the  other.  When  the 
second  "It"  sees  he  is  about  to  be  caught  he  steps  in 
front  of  one  of  the  circle  players  and  is  then  safe,  but 
the  one  in  front  of  whom  he  stepped  must  take  his  place 
in  being  pursued.  The  game  continues  in  this  manner 
until  one  is  caught.  This  one  then  turns  and  gives  chase 
to  his  pursuer,  who  steps  in  front  of  a  circle  player,  etc. 

A  variation  of  this  game  is  called  "Three  Deep." 
Arrange  the  players  in  a  double  circle  facing  center 
and  play  the  same  as  above,  using  the  third  player  to 
run  instead  of  the  second. 

35.  Trades  (New  Orleans). — Players  divide  into 
two  equal  groups.  Each  retires  behind  its  goal  line 
and  decides  what  trade  they  will  represent.  One  side 
approaches  other's  goal,  when  they  are  hailed  thus: 

"Hello,  where're  you  from?" 

"New  Orleans." 

"What's  your  trade?" 

"Lemonade." 

"Go  to  work  and  show  us  some." 

Here   approaching   group   goes   through    pantomime 


214 


THE  CHURCH  AT  PLAY 


motions  descriptive  of  trade  chosen,  as  picking  cotton, 
sawing  wood,  sowing  grain,  etc.  When  their  trade  is 
guessed,  they  break  and  run  for  home,  pursued  by 
their  opponents,  after  which  the  other  party  chooses 
a  trade  and  approaches,  (i)  All  caught  by  either  side 
remain  with  their  captors.  Side  losing  all  its  players 
loses  the  game,  or  (2)  score  may  be  kept  and  the  cap- 
tured allowed  to  return  to  their  own  side. 

36.  Blind  Man's  Buff  With  Wand.— Players  stand 
in  a  circle.  "It"  stands  blindfolded  in  center,  holding 
wand.  Players  move  in  a  circle  until  "It"  touches  one 
with  the  wand  and  calls,  "Still  pond;  no  more  moving." 
He  then  tries  to  guess  the  person  whom  he  is  touching. 
If  he  does  not  guess  the  right  person  in  three  trials,  the 
game  continues  until  he  succeeds  in  naming  correctly  the 
person  touched.    This  person  then  becomes  "It." 


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oats,  peas,  beans  and  bar  -  ley  grows.  Thus    the  far  -  mar 


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CHILDREN'S  GAMES 

-0——-  — al »l-      d  I'  '^         -^ 


215 


sows    his    seed,     Thus    he  stands    and  takes    his   ease. 


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THE  CHURCH  AT  PLAY 


37.  Oats,  Peas,  Beans,  and  Barley  Grows. — The 

players  form  a  ring,  clasping  hands,  and  circle  about 
one  of  their  number  who  represents  the  farmer  and 
stands  in  the  center.  They  all  sing  the  first  four  lines, 
when  they  drop  hands  and  each  player  goes  through 
the  motions  indicated  by  the  words  of  the  second  verse; 
sowing  the  seed  with  a  broad  sweep  of  the  arm  as  though 
scattering  seed  from  the  hand;  standing  erect  and 
folding  the  arms;  stamping  the  foot;  clapping  the  hands; 
and  at  the  end  of  the  verse  turning  entirely  around. 
They  then  clasp  hands  again  and  circle  around  singing: 

"A- waiting  for  a  partner," 

"A- waiting  for  a  partner," 
standing  still  for  the  last  two  lines. 

"So  open  the  ring  and  choose  one  in." 
On  these  words  the  one  in  the  center  chooses  one  from 
the  circle  as  a  partner  and  the  circle  skips  around  hum- 
ming the  tune  or  singing  "La,  la,  la,"  through  once. 
The  new  partner  then  proceeds  with  the  game  from  the 
beginning. 


fe^N*!^^ 


-*- 


The  farm  -  er  in  the  dell,  The  farm  -  er  in    the  dell, 


^^ 


m 


ses 


^^ 


^ 


m 


Heigh-  o!    the  cher  -  ry  -  oh!  The  farm- er     in    the  dell. 

J        g — ~        J  1      — r—1 1 


CHILDREN'S  GAMES 


217 


The  farmer  takes  a  wife,  etc. 
The  wife  takes  a  child,  etc. 
The  child  takes  a  nurse,  etc. 
The  nurse  takes  a  cat,  etc. 
The  cat  takes  a  rat,  etc. 
The  rat  takes  the  cheese,  etc. 
The  cheese  stands  alone,  etc. 

38.  Farmer  in  the  Dell. — ^An  indoor  or  outdoor 
game  played  by  from  ten  to  twenty  players.  The 
players  join  hands,  forming  a  circle  with  one  of  their 
number,  "the  farmer  in  the  dell,"  in  the  center.  While 
the  second  stanza  is  being  sung,  the  center  player  beckons 
to  a  circle  player,  who  enters  the  circle  as  the  wife. 
While  each  succeeding  stanza  is  being  sung,  the  player 
who  last  entered  the  circle  beckons  to  another  circle 
player;  that  is,  the  wife  beckons  to  one  to  enter  as  the 
child,  the  child  in  turn  beckons  to  one  for  the  nurse, 
and  so  on,  until  six  are  in  the  circle.  While  the  last 
stanza  is  being  sung  all  the  players  take  their  places 
in  the  circle,  leaving  the  "cheese"  in  the  center.  With- 
out stopping  the  game,  the  "cheese"  becomes  the  "far- 
mer" and  the  game  is  repeated. 


?^= 


^ 


£ 


4=i 


Here    we     go     'round    the    mul  -  ber  -  ry    bush,     the 


# 


^ 


:^P= 


g^ 


:S— IV 


^^^ 


mul-ber-ry  bush,  the  mul-ber-ry  bush;  Here  we  go  'round  the 


=|: 


2l8 


THE  CHURCH  AT  PLAY 


Ffr 

9 

^ 

_^v 

-N K- 

V 

— fe 



la 

mul- 

— 3— 

ber- 

ry  bush, 

-4- 

-J— J- 

3 

On  a 

-1 

cold 

J^     -A 
^' 

and  frost 

-y 

mom  -  ing 

4-i: 

p^- 

1^ 

-1- — 

zl 

This  is  the  way  we  wash  our  face 
Wash  our  face,  wash  our  face; 
This  is  the  way  we  wash  our  face 
On  a  cold  and  frosty  morning. 

Chorus:  Here  we  go  'round  the  mulberry 
bush,  etc. 

This  is  the  way  we  comb  our  hair,  etc. 
Chorus. 

This  is  the  way  we  brush  our  shoes,  etc. 
Chorus. 

This  is  the  way  we  mend  our  clothes,  etc. 
Chorus. 

This  is  the  way  we  brush  our  clothes,  etc. 
Chorus. 

This  is  the  way  we  iron  our  clothes,  etc. 
Chorus. 

This  is  the  way  we  scrub  our  floors,  etc. 
Chorus. 

This  is  the  way  we  go  to  school,  etc. 
No  chorus. 

This  is  the  way  we  come  home  from  school. 


CHILDREN'S  GAMES 


219 


39.  The  Mulberry  Bush. — An  indoor  or  outdoor 
game  for  from  ten  to  thirty  children.  The  players 
join  hands  in  a  ring,  skipping  'round  as  they  sing  "Here 
we  go  'round  the  mulberry  bush."  As  the  second  stanza 
is  being  sung,  each  one,  standing  in  his  place,  washes 
his  face  vigorously.  This  done,  they  all  join  hands 
again  and  sing  the  first  three  lines  of  the  chorus.  While 
singing  the  last  Hne,  "On  a  cold  and  frosty  morning," 
they  all  stand  and  shiver.  In  this  pantomime  way  all 
but  the  last  two  stanzas  are  sung  with  the  chorus. 
While  the  next  to  the  last  stanza  is  being  sung  the 
players  walk  'round  slowly  and  reluctantly,  with  shoul- 
ders and  heads  drooping.     During  the  last  stanza  they 


* 


f^ti==s^ 


■:^E^ 


-^ — k 


Did     you       ev   -     er      see      a        las    -    sie,      a 


N^^^^ 


ss 


i 


^ 


E^ 


m 


w 


m 


»        r 

las  -  sie,      a       las  -  sie,     Did  you    ev    -    er    see     a 

_f__1^ « « 


^^^m 


H 


9 — *~~ 

las  -  sie    do    this  way  and  that?         Do    this    way  and 


m 


m^m 


-^ — s- 


^ 


220 


THE  CHURCH  AT  PLAY 


U 


i 


t 


o 


that    way,     and    this     way     and    that     way;   Did  you 


t 


t 


^ 


ev  -    er    see     a     las  -  sie     do     this  way  and    that? 


m 


1 


m 


skip  gayly  in  the  opposite  direction,  waving  their  hands 
joyously. 

40.  Did  You  Ever  See  a  Lassie? — If  played  on  the 
playground,  all  players  except  one  join  hands  to  form  a 
circle.  They  circle  round  while  they  sing  the  first  four 
lines  of  the  song.  While  they  are  doing  this  the  odd 
player  stands  in  the  center  and  demonstrates  move- 
ments which  he  chooses  for  the  others  to  imitate.  Dur- 
ing the  last  four  lines  of  the  song  the  players  stand 
in  place,  drop  hands,  and  imitate  the  center  player, 
who  continues  in  unison  with  them.  "Lassie"  is  used 
when  a  girl  is  in  the  center  and  "laddie"  is  used  when 
a  boy  is  in  the  center.  The  center  player  may  imitate 
any  movement  such  as  mowing  grass,  prancing  like  a 
horse,  playing  the  piano,  or  may  use  dance  steps  or 
such  movements  as  bowmg,  skipping,  whirling  with 
the  hands  over  the  head,  etc.,  or  may  take  such  gym- 
nastic movements  as  hopping,  jumping  on  both  feet, 
arm  movements,  head  movements,  trunk  movements, 
or  leg  exercises,  etc. 


CHILDREN'S  GAMES 


221 


te^^i^ 


=): 


1^^ 


I  -  tis  -  kit,    I  -  tas  -  ket,  A  green  and  yel  -  low 

IS 


^i^^i^^^ 


m 


rbr-2- 


^^ 


-ir 


B^ 


N     ^ 


^^ 


bas  -  ket;      I      wrote    a    let  -  ter      to    my    leva    And 
Some  one  of  you  has  picked  it    up    And 


^^ 


?_Eid=^ 


^-# 


^p 


^^^^ 


&: 


sn: 


on      the    way      I   dropped    it;       I  dropped     it,      I 
put        it       in     your  pock  -  et;       It    isn't      you,      it 


^= 


^li^ 


^Ei 


~^^ 


i=5=C 


m 


^m 


222 


THE  CHURCH  AT  PLAY 


^s^E^^ 


m 


ffi 


-■¥ 


dropped      it,    And      on      the   way    I    dropped       it. 
isn't       you,    It        isn't     you,    it    isn't     you. 


m 


^^^^m 


^ 


^A 


41.  Itiskit,  Itasket. — Form  a  circle,  facing  inward. 
"It,"  carrying  a  handkerchief  around  circle,  chants 
or  sings  whUe  whole  circle  sings  with  him: 

"Itisket,  Itasket,  a  green  and  yellow  basket; 
I  wrote  a  letter  to  my  love,  and  on  the  way  I  dropped  it, 
I  dropped  it,  I  dropped  it,  and  on  the  way  I  dropped 
it." 

Before  last  phrase,  "It"  must  drop  handkerchief  and 
immediately  start  on  a  quick  run  in  and  out  of  circle. 
The  one  behind  whom  the  handkerchief  is  dropped 
tries  to  catch  "It."  If  "It"  is  caught,  he  must  step 
into  the  circle.  Should  a  player  not  discover  he  has 
the  handkerchief,  he  must  enter  the  center  and  free 
another  player,  if  there.  Player  in  center  may  free 
himself  by  securing  handkerchief. 


^0^ 


t 


^ 


42- 


London  bridge  is  fall  ing  down,  Falling  down,  fall-ing  down, 


S 


Eb 


■^ 


CHILDREN'S  GAMES 


223 


m 


1 


=^=He 


Lon-don  bridge  is    fall  -  ing  down,  My    fair    la  -  dy. 


m 


fi^ 


i 


^m 


Build  it  up  with  iron  bars, 
Iron  bars,  iron  bars,  etc. 

Iron  bars  will  bend  and  break, 
Bend  and  break,  bend  and  break,  etc. 

Build  it  up  with  silver  and  gold. 
Silver  and  gold,  silver  and  gold,  etc. 

Silver  and  gold  will  be  stolen. 
Will  be  stolen,  will  be  stolen,  etc. 

Get  a  man  to  watch  all  night, 
Watch  all  night,  watch  all  night,  etc. 

Suppose  the  man  should  fall  asleep, 
Fall  asleep,  fall  asleep,  etc. 

Put  a  pipe  into  his  mouth. 
Into  his  mouth,  into  his  mouth,  etc. 

Suppose  the  pipe  should  fall  and  break, 
Fall  and  break,  fall  and  break,  etc. 

Get  a  dog  to  bark  aU  night. 

Bark  all  night,  bark  all  night,  etc. 


Suppose  the  dog  should  meet  a  bone, 
Meet  a  bone,  meet  a  bone,  etc. 


224  THE  CHURCH  AT  PLAY 

Get  a  cock  to  crow  all  night, 

Crow  all  night,  crow  all  night,  etc. 

Here's  a  prisoner  I  have  got, 
I  have  got,  I  have  got,  etc. 

What's  the  prisoner  done  to  you, 
Done  to  you,  done  to  you,  etc. 

Stole  my  hat  and  lost  my  keys, 
Lost  my  keys,  lost  my  keys,  etc. 

A  bag  of  gold  will  set  him  free, 
Set  him  free,  set  him  free,  etc. 

Off  to  prison  he  must  go. 
He  must  go,  he  must  go,  etc. 


42.  London  Bridge. — ^An  indoor  or  outdoor  game. 
Two  of  the  tallest  players  represent  a  bridge  by  facing 
each  other  and  by  clasping  and  holding  their  hands 
high  enough  for  the  others  to  pass  under.  The  other 
players  form  in  a  long  line  and  pass  under  the  arch 
while  the  song  is  being  sung  by  all.  While  the  last 
line  of  each  stanza  is  being  sung  the  players  repre- 
senting the  bridge  drop  their  arms  round  the  one  who 
is  passing  under  at  that  time.  The  prisoner  is  led  out 
of  the  hearing  of  the  other  players  and  is  asked  in  a 
whisper  to  choose  between  two  valuable  objects  (repre- 
sented by  the  two  players  forming  the  bridge  who  have 
previously  agreed  which  each  shall  represent)  such  as 
a  diamond  necklace  or  a  gold  piano.  The  prisoner  belongs 
to  the  side  which  he  thus  chooses,  and  takes  his  place 
behind  his  leader.  When  all  have  been  caught  and 
are  lined  up  behind  their  leaders,  they  grasp  each  other 


CHILDREN'S  GAMES  225 

round  the  waists  and  a  tug  of  war  takes  place,  the 
winning  side  being  the  side  which  succeeds  in  pulHng 
the  opposing  leader  across  a  given  line.  The  leaders 
hold  on  to  each  other  by  the  hands.  When  large  num- 
bers are  playing,  the  game  may  be  made  more  interest- 
ing by  forming  more  than  one  arch  to  the  bridge  and 
by  having  the  players  run  under. 


CHAPTER  III 
STUNTS  AND  TRICKS 

43.  Athletic  Meet  (twenty-five  events). 

44.  Cracker  Relay. 

45.  Land  of  Departed  Spirits. 

46.  The  Hindoo  Magician. 

47.  Magic  Answers. 

48.  Handless  Boxing  Contest. 

49.  Digits. 

50.  Crossed  Fingers. 

51.  Striking  a  Coin. 

52.  Lobster  Race. 

53.  Hurdle  Race. 

54.  Wand  Twist. 

55.  Hanker  Throw. 

56.  Tug  of  War. 

57.  Rooster  Fight. 

58.  Chinese  Get  Up. 

59.  Catch  Penny. 

60.  Say  Jack  Homer. 

61.  Stand  Umbrella. 

62.  Kiddie  Car  Race. 

63.  Fold  the  Arms. 

64.  Forfeits. 

65.  Fat  Lady — Thin  Lady. 

66.  Gestures  by  Proxy. 

Additional  stunts  and  tricks  may  be  found  in  the  fol- 
lowing books: 

Harbin,  Phunology,  Chapters  XVI  and  XVII. 
Draper,  Games,  Part  II,  Chapter  V. 
La  Porte,  A  Handbook  of  Games  and  Programs  for  Church, 

School,  and  Home,  Chapters  X  and  XL 
Commtinity  Service,  Fun  for  Everybody,  and  What  Can 

We  Do? 
Geister,  It  is  to  Laugh,  Chapter  IV. 
Draper,  Community  Recreation. 


CHAPTER  III 
STUNTS  AND  TRICKS 

43.  Athletic  Meet. — If  the  group  consists  of  sixty 
or  more  guests,  give  to  each  one  a  small  pennant  repre- 
senting one  of  four  well-known  colleges.  The  group 
representing  each  college  should  go  to  one  corner  of  the 
room  and  elect  a  captain  and  a  scorekeeper.  Provide 
each  captain  with  a  list  of  the  events  and  ask  him  to 
secure  the  most  promising  contestants  for  each  of  these 
events.  First  prize  in  each  event  counts  five  points; 
second,  three;  and  third,  one  point.  The  team  securing 
the  largest  total  of  points  wins  the  meet. 

In  the  list  of  events  furnished  the  captains  the  name 
of  each  event  should  be  given  together  with  a  state- 
ment concerning  the  general  qualifications  of  those 
who  should  enter  the  event. 

The  events  used  on  any  particular  occasion  can  be 
selected  from  the  following  list:  (i)  Shot  Put.  Girls. 
(2)  Shot  Put.  Men.  (3)  Peanut  Relay.  Girls.  (4)  Big 
Blow.  Men.  (5)  Standing  Broad.  Girls.  (6)  Broad 
Grin.  One  Man  and  One  Girl.  (7)  Backward  Heave. 
Men.  (8)  Walnut  Race.  Girls  or  Men.  (9)  Swat  the 
Freshman.  Men.  (10)  High  Jump.  Girls  or  Men. 
(11)  Center  Dash.  Girls  or  Men.  (12)  Hammer  Throw. 
Men.  (13)  Aquatics.  3  Men  and  i  Girl.  (14)  Ten- 
yard  Dash.  Girls.  (15)  Church  Paper  Relay.  Men. 
(16)  Three-yard  Dash.  Men.  (17)  Endurance  Race. 
Men.  (18)  Hoop  Relay.  Men  and  Girls.  (19)  Long 
Glum.  Girls  or  Men.  (20)  Javelin  Throw.  Girls. 
(21)  Freshman  Pacifier  Contest.     Girls  or  Men.     (22) 

229 


230  THE  CHURCH  AT  PLAY 

Discus  Throw.      Girls   or   Men.      (23)    Wide   Stretch. 
(24)  Pebble  Race.    (25)  Yard  Measure. 

(i)  Shot  Put.  (Girls.)  Provide  each  contestant  with 
a  paper  bag  blown  up  and  tied  securely  so  that  the  air 
will  not  escape.  Observing  all  of  the  rules  of  the  regular 
"shot  put,"  measure  the  distance  between  the  line 
where  the  athlete  stands  and  the  nearest  point  of  the 
bag  as  it  Hes  on  the  floor,  after  it  has  been  thrown, 

(2)  Shot  Put.  (Men.)  Each  contestant  is  given  a 
cup  or  saucer  containing  fifty  small  shot  and  a  small 
necked  bottle.  The  shot  can  be  placed  in  the  bottle 
only  one  at  a  time.  The  event  is  won  by  the  contestant 
who  first  gets  all  of  the  shot  transferred  to  the  bottle. 

(3)  Peanut  Relay.  A  small  bowl  containing  ten  pea- 
nuts is  placed  before  each  competitor.  An  empty  bowl 
is  placed  at  considerable  distance  from  each  competitor, 
who  is  supplied  with  a  table  knife.  At  a  given  signal 
each  competitor  takes  one  or  more  peanuts  on  her  knife 
from  the  first  bowl,  depositing  them  in  the  empty  bowl. 
She  then  returns  for  more  peanuts.  Throughout  the 
event  the  contestants  must  keep  their  left  hands  behind 
their  backs.  If  a  peanut  is  dropped  on  the  floor,  it  must 
be  picked  up  by  the  use  of  the  knife.  The  contestant 
who  first  succeeds  in  transferring  the  peanuts  wins 
the  first  prize. 

(4)  Big  Blow.  Thread  four  cornucopias  on  linen 
threads,  each  thread  to  be  approximately  fifteen  feet 
long.  The  trick  is  for  each  contestant  to  blow  the 
cornucopia  along  the  string  as  rapidly  as  possible.  The 
first  one  to  reach  the  opposite  end  of  the  string  wins 
the  event. 

(5)  Standing  Broad.  The  girls  who  are  selected  to 
represent  their  colleges  in  this  event  take  their  positions 
side  by  side.    The  judges  simply  measure  the  distance 


STUNTS  AND  TRICKS  231 

from  the  toe  to  the  heel  and  also  the  width  of  the  sole 
of  the  shoe  of  each  contestant.  Multiply  length  by- 
breadth  and  compare  the  results.  The  girl  having  the 
largest  number  of  square  inches  of  "understanding" 
wins  the  event. 

(6)  Broad  Grin.  The  contestants  all  grin  as  broadly 
as  possible.  The  judges  measure  the  grin  of  the  con- 
testants, adding  together  the  grin  of  the  man  and  of 
the  girl  from  each  team.  The  couple  whose  combined 
grin  is  the  largest  wins  the  event. 

(7)  Backward  Heave.  A  small  salt  or  sugar  bag  is  filled 
with  sand.  The  competitor  stands  with  his  heels  at 
a  given  line.  The  bag  of  sand  is  placed  upon  the  back 
of  his  neck  as  he  stoops  over.  Without  the  use  of  his 
hands  he  must  throw  the  bag  backward  as  far  as  possible, 
making  sure  not  to  step  back  across  the  line. 

(8)  Walnut  Race.  Each  contestant  is  given  two 
walnuts.  He  must  place  one  on  top  of  either  shoe  and 
walk  across  the  room.  If  either  walnut  falls  off,  he 
must  start  over  again.  The  one  reaching  the  other 
side  of  the  room  first,  in  this  fashion,  wins  the  event. 

(9)  Swat  the  Freshman.  One  contestant  from  each 
college  is  selected.  The  contestants  remove  their  coats 
(and  glasses),  roll  up  their  sleeves,  and  are  blindfolded. 
They  kneel  on  cushions,  each  facing  his  antagonist. 
The  distance  between  the  two  is  about  thirty  inches. 
One  of  each  pair  is  armed  with  a  roUed-up  newspaper 
or  Turkish  towel.  At  a  given  signal  he  tries  to  swat 
the  head  of  his  antagonist,  who  dodges  with  as  great 
agility  as  possible.  After  one  minute  the  weapon  (or 
a  new  one)  is  transferred  to  the  other  antagonist,  who 
for  one  sweet  minute  gets  his  revenge.  Only  the  effective 
blows  are  counted.  The  one  getting  the  highest  score 
wins  the  event. 


232  THE  CHURCH  AT  PLAY 

(lo)  High  Jump.  A  doughnut  tied  to  a  string  is 
suspended  about  ten  inches  above  the  mouth  of  each 
contestant.  The  score  consists  of  the  number  of  bites 
which  the  contestant  takes  out  of  the  doughnut  with- 
out jerking  it  from  the  string. 

(ii)  Center  Dash.  Tie  a  piece  of  candy  in  the  center 
of  two  strings  two  yards  long.  (A  prune  can  be  used 
in  place  of  the  candy,  in  which  case  the  event  may  be 
called  "Prune  Tug  of  War."  See  Draper,  Gaines,  p.  90.) 
At  a  given  signal  one  contestant  from  each  team  puts 
one  end  of  the  string  in  his  mouth  and  by  chewing  the 
string  sees  how  soon  he  can  reach  the  candy.  He  can- 
not use  his  hands  to  assist  him.  The  first  one  reaching 
the  candy  wins  the  event.  In  this  event,  it  is  customary 
to  have  a  girl  at  one  end  and  a  man  at  the  other  end 
of  each  string. 

(12)  Hammer  Throw.  An  inflated  paper  bag  con- 
taining a  nickel  or  something  of  equal  weight  is  tied 
on  the  end  of  a  string  a  yard  long.  This  is  used  as  the 
"hammer"  for  this  event.  Each  contestant  by  swinging 
the  bag  from  the  end  of  the  string  tries  to  throw  it  as 
great  a  distance  as  possible. 

(13)  Aquatics.  Three  men  from  each  group  are 
blindfolded.  A  girl  from  each  group  is  given  a  glass  of 
water  and  a  teaspoon.  As  the  signal  is  given  she  feeds 
the  water  to  the  men  in  turn  with  the  spoon.  The  one 
emptying  her  glass  first  wins  the  event. 

(14)  Ten-Yard  Dash.  Provide  each  contestant  with 
a  wire  nail  and  ten  yards  of  thread.  The  one  who 
winds  the  thread  up  first  wins  the  event. 

(15)  Church  Paper  Relay.  Each  contestant  is  given 
two  issues  of  the  church  paper  {The  Christian  Advocate, 
Watchman  Examiner,  The  Congregationalist,  etc.).  The 
trick  is  to  place  one  paper  on  the  floor,  planting  the  left 


STUNTS  AND  TRICKS  2^2, 

foot  upon  it.  Then,  while  balancing  on  the  left  foot, 
place  the  other  paper  on  the  floor  ahead  of  it,  planting 
the  right  foot  upon  it.  Then,  while  balancing  on  the 
right  foot,  advance  the  other  paper,  and  so  on  until 
the  goal  is  reached. 

(i6)  Three-Yard  Dash.  Each  contestant  is  supplied 
with  a  strip  of  paper  one  inch  wide  and  three  yards 
long.  Also  a  pair  of  button-hole  scissors.  The  event 
consists  in  his  cutting  the  paper  into  two  strips  one 
half  inch  wide. 

(17)  Endurance  Race.  The  contestants  are  required 
to  whistle  as  long  as  possible,  one  continuous  note 
without  taking  breath. 

(18)  Hoop  Relay.  All  of  the  representatives  of  each 
college  line  up,  thus  making  four  parallel  columns. 
All  face  the  leader.  At  a  given  signal,  the  first  con- 
testant in  each  line  places  the  hoop  over  his  head  and 
shoulders,  crawling  through  it  and  passing  it  on  to  the 
one  standing  unmediately  behind  him.  As  soon  as  the 
last  one  in  the  line  has  gone  through  the  hoop,  he  runs 
to  the  head  of  the  line,  passing  the  hoop  back  as  for- 
merly. The  game  is  won  by  the  team  all  of  whose 
players  have  thus  come  to  the  head  of  their  respective 
lines. 

(19)  Long  Glum.  One  representative  is  chosen  from 
each  group  to  go  and  stand  before  each  of  the  opposing 
groups.  Thus  the  three  representatives  stand  in  a  row 
facing  each  group.  They  must  not  turn  their  eyes  away 
from  the  groups  before  which  they  stand  but  must  wit- 
ness the  ingenious  efforts  of  the  various  members  of  the 
group  to  make  them  smile.  The  event  is  won  by  the 
contestant  who  for  the  longest  time  refrains  from  smiling. 
The  one  who  is  glum  for  the  longest  time  gets  the  first 
prize. 


234  THE  CHURCH  AT  PLAY 

(20)  Javelin  Throw.  Two  representatives  from  each 
contesting  group  are  chosen  to  throw  a  javelin  through 
a  rolling  hoop.  The  javelin  may  consist  of  a  large- 
sized  knitting  needle  or  a  small  stick. 

(21)  Freshman  Pacifier  Contest.  Half -pint  babies' 
nursing  bottles  are  filled  with  milk,  or  water  slightly 
colored  with  milk,  and  are  equipped  with  rubber  nip- 
ples. Graduated  bottles  are  preferable.  Make  sure 
that  the  nipples  have  holes  in  them.  At  a  given  signal 
the  contestants  drink  the  milk.  The  first  one  to  drain 
his  bottle  receives  the  first  prize. 

(22)  Discus  Throw.  All  the  ordinary  rules  applying 
to  the  discus  throw  are  observed  but  the  "discus"  used 
is  a  paper  plate. 

(23)  Wide  Stretch.  Each  group  takes  hold  of  hands, 
stretching  the  arms  out  as  far  as  possible.  The  longest 
line  wins. 

(24)  Pebble  Race.  (Girls  or  Men.)  Push  (do  not 
kick)  stones  across  the  floor  with  right  toe. 

(25)  Yard  Measure.  (Girls  or  Men.)  Each  contestant 
draws  a  line  on  paper,  blackboard,  or  floor,  trying  to 
make  it  exactly  one  yard  long.  The  one  whose  line  is 
most  nearly  correct  wins  first  prize. 

44.  Cracker  Relay. — ^The  players  are  divided  into 
two  opposing  groups,  each  group  selecting  five  or  six 
representatives.  Two  rows  of  chairs  are  placed  facing 
each  other,  the  contestants  being  seated  in  the  chairs. 
Each  is  provided  with  a  Uneeda  biscuit.  At  a  given 
signal  the  first  contestant  on  each  side  stands  in  his 
place  and  eats  the  cracker  as  quickly  as  possible.  As 
soon  as  he  can  whistle  he  does  so  and  this  is  a  signal  for 
the  next  contestant  to  eat  his  cracker.  When  the  first 
one  of  the  last  two  players  whistles,  the  contest  is 
won. 


STUNTS  AND  TRICKS  235 

45.  Land  of  Departed  Spirits. — A  Halloween  party 
suggestion.  Let  each  guest  either  come  so  attired  as  to 
represent  some  famous  character  or,  after  all  have 
arrived,  let  each  one  design  an  appropriate  get-up,  using 
tissue  paper  and  suggestions  found  in  Dennison's  Bogie 
Book,  Suggestions  for  Hallowe'en  (10  cents,  order  from 
Denriison  Manufacturing  Company,  Framingham,Mass.) . 
After  all  guests  are  ready,  let  each  one  perform  some 
stunt  or  do  something  to  reveal  the  character  of  the 
person  impersonated.  The  other  guests  should  guess 
who  the  ghost  is. 

46.  The  Hindoo  Magician. — Each  guest  is  provided 
with  a  slip  of  paper  and  asked  to  write  on  it  a  short 
sentence  of  about  four  words.  Make  sure  that  all 
pieces  of  paper  are  the  same  size  and  shape.  The  words 
must  be  written  very  plainly.  The  paper  is  then 
folded,  making  sure  that  no  one  sees  what  has  been 
written  on  it.  The  magician  collects  the  papers  and 
without  looking  at  them  turns  them  over  to  some  one 
who  keeps  them  safely  so  that  no  one,  himself  included, 
can  possibly  read  them.  Then  the  magician  is  handed 
one.  He  places  it  firmly  against  his  forehead  without 
unfolding  it.  His  eyes  are  closed.  After  a  moment 
of  silence  he  announces  any  sentence  that  occurs  to 
him  and  asks  who  wrote  it.  One  of  the  guests,  who  is 
his  accomplice  and  who  did  not  write  a  sentence  (a 
fact  which  he  carefully  concealed)  acknowledges  that 
the  sentence  is  his.  The  magician  then  looks  at  the  paper 
ostensibly  to  verify  it,  but  in  reality  to  read  it.  He 
then  holds  this  paper  in  his  left  hand,  reaching  out  for 
another  sentence.  The  new  sentence  is  placed  against 
his  forehead  as  before  and  after  a  moment  of  silence, 
the  magician  reads  out  the  words  written  on  the  pre- 
vious paper.     One  of  the  guests,   greatly  astonished, 


236  THE  CHURCH  AT  PLAY 

admits  having  written  it.     This  is  kept  up  until  all 
the  slips  of  paper  have  been  read. 

47.  Magic  Answers. — One  person  is  sent  from  the 
room.  Those  who  remain  agree  upon  a  certain  object 
without  the  knowledge  of  the  one  who  is  absent.  When 
he  returns  the  one  in  the  group  who  understands  the 
trick  names  one  thing  after  another  but  as  soon  as 
he  names  the  thing  agreed  upon,  his  accomplice  states 
that  it  is  the  one.  He  is  able  to  give  the  correct  answer 
because  he  has  had  a  previous  understanding  that  it 
is  to  be  the  second  object  named  after  a  piece  of  jewelry 
or  a  red  object,  or  a  button,  or  any  other  particular 
object  previously  agreed  upon. 

48.  Handless  Boxing  Contest. — Each  contestant 
places  a  stick  back  of  his  bent  knees.  With  his  arms 
bent  he  clasps  the  stick  close  up  to  his  elbows  and  just 
outside  of  his  knees.  Each  contestant,  remaining  in 
this  stooping  position,  approaches  his  opponent  cau- 
tiously, sparring  for  an  advantageous  position  from 
which  to  knock  his  antagonist  over.  The  one  who  first 
knocks  his  opponent  over  or  makes  him  relinquish  his 
hold  upon  the  stick  wins  the  event. 

49.  Digits. — Ask  the  players  to  write  on  a  piece  of 
paper  a  number  with  three  digits  in  it,  then  to  reverse 
the  number  and  subtract  the  less  from  the  greater; 
then  ask  him  what  the  last  digit  is  in  his  result.  From 
this  digit  it  is  possible  to  tell  what  the  whole  number 
is.  (When  numbers  are  reversed  and  subtracted,  the 
middle  number  is  always  9;  so  if  the  player  tells  you 
the  last  number  in  the  result  is  7,  you  know  the  whole 
number  is  297,  for  the  first  and  last  digits  always  equal 
the  middle  one,  or  9.) 

50.  Crossed  Fingers. — Arms  are  extended  forward, 
wrists  crossed,  palms  together,  with  fingers  interlaced. 


STUNTS  AND  TRICKS  237 

Hands  are  then  brought  in  toward  chest,  and  turned 
upward.  Point  at  one  finger,  being  sure  not  to  touch 
it,  and  ask  the  player  to  raise  it.  Usually  the  wrong 
fijiger  is  raised. 

51.  Striking  a  Coin.— One  player  holds,  balanced  on 
his  extended  index  finger,  a  small  coin.  Another  player 
stands  eight  or  ten  feet  in  front  of  him,  closes  one  eye, 
and  then  walks  directly  toward  the  coin  and  with  a 
pencil  tries  to  dislodge  the  coin  from  the  finger.  Gen- 
erally he  misses  it,  the  blow  falling  short  of  the  mark. 
A  ring  may  be  held  between  the  thumb  and  forefinger. 
Ask  a  player  to  close  one  eye,  approach  the  ring,  and  try 
to  run  a  pencil  through  it,  sideways.    He  usually  misses  it. 

^  52.  Lobster  Race. — Two  people  walk  backward  on 
hands  and  knees  to  a  given  point. 

53.  Hurdle  Race. — Sing  two  words  of  any  song, 
then  omit  two  to  the  end  of  the  song. 

54.  Wand  Twist. — Take  a  broom  stick  or  any  other 
smooth,  strong  stick.  One  person  stands  on  either 
side  with  both  hands  grasping  stick.  One  person  tries 
to  twist  wand  down  to  the  left  side  and  another  tries 
to  twist  down  to  right. 

55.  Hanker  Throw. — Throw  handkerchief  as  far  as 
possible  without  folding  or  knotting  it. 

56.  Tug  of  War. — Tie  prune,  piece  of  gum  or  candy 
in  middle  of  string  and  have  two  people  chew  the  string 
to  see  who  gets  the  prize  first. 

57.  Rooster  Fight. — Two  people  stand  facing  each 
other.  Grasp  both  ankles.  The  one  that  can  push  the 
other  over  wins. 

58.  Chinese  Get  Up. — Sit  back  to  back  with  arms 
locked.    Try  and  get  up.    Last  one  up  loses. 


'  The  following  stunts,  numbers  52-63,  and   forfeits  are  taken  from  What  Can 
We  Do?    They  are  used  by  permission. 


238  THE  CHURCH  AT  PLAY 

59.  Catch  Penny. — Put  a  penny  on  each  elbow, 
shake  off  and  catch  both,  the  right  hand  catching  the 
penny  from  the  right  elbow  and  the  left  from  the  left. 

60.  Say  Jack  Homer  rime  and  after  each  word  tell 
what  number  it  is  in  the  series. 

61.  Stand  Umbrella  on  floor,  let  go,  turn  around, 
catch  before  it  touches  floor. 

62.  Kiddie  Car  Race. — Pick  out  two  fat  persons  and 
let  them  race,  seated  on  kiddie  cars.  This  can  be  done  in 
relay  fashion,  using  more  than  two  persons  in  each  team. 

63.  Fold  the  Arms,  Lie  down  on  the  floor  and  get 
up  without  using  elbows  or  hands. 

64.  Forfeits. — 

(i)  Say  three  nice  things  about  yourself. 

(2)  Answer  truthfully  four  questions  asked  by  anyone. 

(3)  Place  one  hand  where  the  other  can't  reach  it 
(elbow). 

(4)  Answer  "no"  to  any  four  questions  asked  by 
anyone. 

(5)  Laugh,  cry,  whistle  and  sing  each  in  the  four 
corners  of  the  room. 

(6)  Walk  up  to  four  people  and  get  down  on  knees 
and  smile. 

(7)  Given  two  words  that  rime  and  make  a  poem 
out  of  them. 

(8)  Touch  a  book  inside  and  outside  without  opening 
it  (take  out  of  the  room). 

(9)  Hold  something  in  one  hand,  arms  sideways. 
Put  in  the  other  without  moving  arms.  (Put  object 
down,  take  half  turn  and  pick  it  up.) 

(10)  Hold  one  foot,  hop  around  like  a  grasshopper. 

(11)  Make  a  speech  on  war,  matrimony,  prunes, 
cheese,  etc. 

(12)  Yawn  till  someone  else  yawns. 


STUNTS  AND  TRICKS  239 

Pay  a  compliment  to  four  persons  in  the  room. 

Ask  a  question  that  cannot  be  answered  by  no. 
do  you  spell  ''yes"?) 

Blindfold  two  players  in  opposite  corners,  have 
come  forward  and  shake  hands. 

Put  four  feet  against  the  wall  (chair). 

Make  a  pile  of  chairs,  take  off  shoes  and  jump 


(13 

(14 

(How 

(15 

them 

(16 

(17 
over  them  (shoes). 


(18 
(chair 

(19: 
must 
(20 
(21 
(22 

(23 
(24 
before 

(25 
(26 

(27 

(28 

(2g 


Leave  room  with  two  legs,  come  back  with  six 


Player  leaves  room.     Have  two  questions.     He 
answer  "no"  to  first  and  "yes"  to  second. 

Dance  a  jig. 

Tell  a  funny  story. 

Pose  as  a  statue. 

Give  a  Mother  Goose  rime. 

Give  in  pantomime  a  lady  dressing  her  hair 

a  mirror. 

Imitate  three  barnyard  noises. 

Imitate  a  Jack-in-the-Box. 

March  like  a  tin  soldier. 

Act  Hke  Charlie  Chaplin. 

Give  this  Siamese  yell  two  times  very  slowly, 
and  two  times  very  fast:   Owha  tagoo  Siam. 
(30)  Smg  a  song. 

63.  Fat  Lady — Thin  Lady.^ — Three  people  are 
needed  for  this  stunt.  Have  two  umbrellas — one  open, 
the  other  closed.  Each  girl  holds  an  umbrella  over 
her  head.  A  sheet  is  draped  over  each  umbrella  in  such 
a  way  that  only  the  girl's  feet  show.  Paint  a  face  on 
a  small  square  box  or  a  stuffed  paper  bag  and  place  it 
securely  on  top  of  the  umbrella.     On  each  head  place 


1  Adapted  from  Betzner,  Special  Parties  and  Stunts,  p.  22.     Bureau  of  Social 
Education,  National  Board,  Y.  W.  C.  A.,  New  York  City. 


240  THE  CHURCH  AT  PLAY 

a  hat.  The  open  umbrella  will  look  like  a  very  large 
person  and  the  closed  one  hke  a  very  thin  person. 

As  the  two  girls  thus  made  up  appear  before  the 
audience,  the  fat  one  sighs  and  says,  '*0h,  if  only  I 
could  get  thin."  The  thin  one,  in  a  faint,  fine  voice, 
says,  "Oh,  to  be  fat !"  Here  a  third  person  enters  dressed 
as  a  Patent  Medicine  Agent.  He  tells  the  audience, 
in  a  short,  confidential  and  business-like  talk,  of  the 
wonderful  properties  of  the  medicine  which  will  make 
fat  people  thin,  and  thin  people  fat.  With  a  spoon  he 
gives  the  fat  person  a  dose.  She  lets  down  the  umbrella 
slowly  and  becomes  very  thin.  He  shakes  the  bottle 
and  gives  a  dose  to  the  thin  one;  whereupon  she  puts 
up  the  umbrella  and  becomes  very  fat.  The  Patent 
Medicine  Agent  lowers  or  draws  the  curtain  and  bows. 

66.  Gestures  by  Proxy. — Two  players  stand  one 
immediately  behind  the  other,  the  larger  one  next  to  the 
audience  and  facing  it.  Care  should  be  taken  so  that 
the  player  behind  him  is  not  seen  with  the  exception 
of  his  arms,  which  are  thrust  out  toward  the  audience 
close  up  under  the  arms  of  the  player  who  is  in  front. 
This  player  who  is  in  front  puts  his  arms  directly  back 
of  him  so  that  they  are  not  seen  by  the  audience.  As 
he  deKvers  his  speech  the  player  behind  him  supplies 
the  gestures.  These  may  include  looking  at  his  watch, 
using  his  handkerchief,  taking  out  a  pencil,  fountain 
pen,  or  notebook,  or  making  such  gestures  as  seem  to 
suit  the  sentiment  expressed  by  the  orator. 


CHAPTER  IV 
ACTIVE  INDOOR  GAMES 

67.  Rainy  Day  Relay. 

68.  Jolly  Is  the  Miller. 

69.  Guess  Who? 

70.  Maze-marching. 

71.  Jerusalem. 

72.  Fruit  Basket. 

73.  "Merry-Go-Round." 

74.  Popularity. 

75.  Train. 

76.  Peanut  Pass. 

77.  Slap  Tag. 

78.  Alphabet  Game. 

79.  Blanket  Guess. 

80.  Chair  Relay. 

For  additional  active  indoor  games,  consult: 
La  Porte,  A  Handbook  of  Games  and  Programs  for  Church, 

School,  and  Home,  Chapter  III. 
Geister,  Ice-Breakers,  Chapters  IV,  VI,  VII. 
Geister,  It  Is  to  Laugh,  Chapter  III  (Races). 
Draper,  Games,  Part  II. 
Elsom  and   Trilling,   Social  Games  and  Group  Dances, 

Chapter  III. 
Bancroft,  Games,  pages  43-211. 
Community  Service,  What  Can  We  Do?  (Index,  p.  4). 


CHAPTER  IV 
ACTIVE  INDOOR  GAMES 

67.  Rainy  Day  Relay. — Each  man  gets  a  partner 
and  the  players  are  then  divided  into  two  groups  of 
equal  number.  Each  group  is  provided  with  an  um- 
brella and  a  suitcase  containing  a  raincoat  and  a  pair 
of  men's  rubbers.  When  the  signal  is  given  one  couple 
from  each  group  runs  toward  the  goal,  the  man  carry- 
ing the  suitcase  and  umbrella.  After  they  have  gotten 
there,  the  man  must  open  the  suitcase,  put  the  rubbers 
and  raincoat  on  his  partner,  and  close  the  suitcase. 
Then  he  opens  the  umbrella  and  carries  it  over  his 
partner  and  they  return  to  their  group.  The  man  then 
closes  the  umbrella,  takes  off  the  raincoat  and  rubbers 
and  puts  them  back  in  the  suitcase  and  closes  it  and 
hands  it  to  the  next  couple.  The  girl  is  not  allowed 
to  assist  her  partner.  The  second  couple  repeats  the 
same  process  and  so  on;  the  last  couple  to  finish  loses 
the  game  for  their  side. 

68.  Jolly  is  the  Miller.— 

"Jolly  is  the  miller  who  lives  by  the  mill, 
The  mill  turns  round  with  its  own  free  will. 
One  hand  in  the  hopper  and  the  other  in  the  sack, 
The  right  steps  forward  and  the  left  steps  back." 

Players  march  around  the  room  in  couples  to  the 
above  tune.     At  the  last  line  the  player  on  the  right 

243 


244  THE  CHURCH  AT  PLAY 

steps  forward  to  a  new  partner  and  the  player  on  the 
left  steps  back  for  a  new  partner.  Meanwhile  an  extra 
player,  who  has  been  standing  in  the  center  of  the 
circle,  tries  to  get  a  partner,  while  everyone  is  changing, 
so  there  is  always  an  extra  player. 

69.  Guess  Who. — All  the  players  but  one  form  a 
circle  with  a  blindfolded  person  in  the  center,  holding 
a  wand.  The  circle  moves  round  until  the  one  who 
is  blindfolded  strikes  the  floor  with  his  wand.  This 
is  the  signal  for  them  to  halt.  The  wand  is  then  pointed 
in  any  direction  and  the  player  in  the  circle  who  is 
thus  pointed  out  takes  hold  of  it.  Three  questions 
may  be  asked  by  the  player  in  the  center;  the  one  answer- 
ing tries  to  disguise  his  voice  so  as  not  to  be  recognized. 
If  he  is  identified  and  his  name  called,  he  must  exchange 
his  place  with  the  one  in  the  center.  Otherwise,  the 
circle  moves  about  again  as  before,  a  different  player 
is  pointed  out,  and  the  effort  is  made  to  identify 
him. 

70.  Maze-marching. — The  term  "maze-marching"  is 
applied  to  single-file  marching  in  a  winding  or  spiral 
or  other  intricate  line  about  the  room.  Considerable 
mental  alertness  is  sometimes  needed  to  keep  the  column 
from  being  broken.  The  following  figures  are  the  most 
popular: 

Large  Spiral  (Figure  i).  The  leader  marches  in  a  spiral 
line  until  the  center  of  the  floor  is 
reached,  when  he  reverses  his  di- 
rection and  marches  in  a  spiral 
line  between  the  columns  going  in 
the  opposite  direction.  This  is 
continued  until  he  reaches  the 
"J^i  starting  point  and  the  open  floor. 


ACTIVE  INDOOR  GAMES 


245 


Fig.  2 


Two  Small  Spirals  (Figure  2). 
These  are  executed  in  the  same 
manner  as  the  large  spiral  above 
except  that  the  group  forms  a 
second  spiral  immediately  after 
the  first  one  has  been  formed,  or 
else  is  divided  into  two  groups, 
each  group  forming  its  own 
spiral. 

Zigzag  (Figure  3).  The  leader 
marches  across  the  space  and  then 
back  again  making  a  column  left 
about  at  one  end  and  column 
right  about  at  the  other.  He 
starts  at  one  side  of  the  room  and 
covers  the  entire  distance  across 
with  his  zigzagging. 

Figure  Eight  (Figure  4).  The  leader 
marches  diagonally  across  the  center  of 
the  floor,  then  circles  and  crosses  the 
column  at  half  its  length  and  follows 
the  trail  of  the  column.  Each  player 
crosses  the  center  alternately  with  the 
one  from  the  opposite  end. 

The  Chain  (Figure  5).    The  leader  of  Jk 

the  marching  column  crosses  the  long  /'-X  3*" 

diameter  of  the  space,  then  circles  and         .-»-/    J*^ 

crosses  and  recrosses  the  column  every    f    j^ 

fourth  or  sixth  player.     The  crossing  ^    V^ 
is  executed  as  in  the  preceding  figure.    ^-^ 

Continuous  Eights  (Figure  6).  The 
leader  crosses  the  floor  space  at  one  end  in  an  oblique 


c 

1/ 

) 

c     . 

*s 

.   ) 

Fig  3 


Pic.  4 


246 


THE  CHURCH  AT  PLAY 


Fig.  6 


Fig.  7 


Fig.  8 


line,  then  circles  and  crosses  the  column 
as  in  the  figure  eight  back  of  the  fourth 
player,  and  proceeds  to  the  opposite 
side  of  the  room  and  then  circling, 
crosses  the  column  in  the  same  manner. 
He  continues  until  the  opposite  end  of 
the  space  is  reached. 

Concave  Square  (Figure  7).  The 
leader  of  the  column  crosses  the  space 
at  one  end  in  a  slightly  oblique  line, 
then  circles  at  the  corner  and  crosses 
the  column  back  of  the  sixth  player, 
and  proceeds  to  the  next  corner.  He 
continues  round  the  square,  making  a 
circle  at  each  corner. 

Outward  Scallops  (Figure  8).  The 
leader  starts  as  in  the  concave  square, 
but  circles  once  or  twice  on  each  side 
of  the  square. 

Convex  Square  (Fig- 
ure 9).  The  convex 
square  is  the  opposite 
of  the  concave  square. 
The  circles  are  made 
toward  the  center  in- 
stead of  toward  the 
outside  or  the  corners. 


Fig.  9 


Fig.  10 


Inward  Scallops  (Figure  10).  The  in- 
ward scallops  are  the  opposite  of  the 
outward  scallops.  The  number  of 
scallops  depends  upon  the  size  of  the 
room  and  the  length  of  the  column. 


ACTIVE  INDOOR  GAMES  247 

71.  Jerusalem.— The  music  should  be  a  lively 
march  and  full  of  surprises.  Provide  one  less  chair  than 
players.  Place  the  chairs  in  a  line  so  one  faces  one 
way  and  the  next  the  other  way.  The  players  line  up 
in  a  circle  around  the  chairs.  When  the  music  starts 
they  march  around  the  chairs,  but  when  it  stops  unex- 
pectedly everyone  rushes  for  a  chair.  One  chair  is 
removed  each  time  and  the  unsuccessful  player  drops 
out  each  time  until  only  two  players  are  left  to  scramble 
for  the  last  chair. 

Players  themselves  may  be  substituted  for  chairs. 
Ask  one  half  tlie  players  to  form  a  single  line,  the  first 
one  standing  with  right  hand  on  hip,  the  second  with  left 
hand,  the  third  with  right  hand,  etc.  When  the  music 
stops  the  players  in  the  circle  grab  a  partner's  arm. 

72.  Fruit  Basket. — Players  are  seated  in  a  circle 
numbered  by  fours.  No.  i  are  called  "Lemons," 
No,  2  Oranges,  No.  3  Peaches,  No.  4  Grapes.  One 
player  stands  in  the  center  and  calls  "Peaches."  AU 
No,  3  must  then  change  seats  while  the  center  player 
tries  to  get  into  an  empty  chair.  To  give  variety,  the 
center  player  may  call  Fruit  Basket  and  everyone  is 
required  to  change  seats  while  the  center  player  tries 
to  get  one.  The  center  player  takes  the  number  or  name 
of  the  player  whose  chair  he  takes.  Instead  of  using 
names  of  fruit,  names  of  automobiles  may  be  given  out 
to  the  four  different  numbers, 

73.  "Merry-Go-Round." — (Music  the  same).  Play- 
ers form  a  double  circle,  with  partners  facing,  and  hands 
on  hip.  All  hop  on  left  foot,  pointing  right  toe  to  the 
side;  change  quickly  to  hop  on  right  foot,  pointing  left 
foot  to  side.  This  is  repeated  three  times  (four  meas- 
ures). Hop  on  left  foot  pointing  right  forward,  change 
quickly  to  right.     Repeat  all  (two  measures).     Take 


248  THE  CHURCH  AT  PLAY 

three  fast  stamps  and  pause,  repeat  it,  then  take  five 
fast  stamps. 

All  face  center,  the  inside  circle  joining  hands,  and 
the  outside  putting  hands  on  their  partners'  shoulders. 
All  take  side  steps  to  the  right,  resembling  a  merry- 
go-round,  at  first  a  long,  slow  step,  then  faster  and 
faster.    When  repeating,  partners  change  places. 

74.  Popularity. — This  game  is  used  where  there  are 
more  girls  than  boys  and  vice  versa.  All  the  men  bunch 
in  the  middle  of  the  room,  while  the  girls  march  around 
in  a  circle  with  the  left  hand  toward  the  inside  of  the 
circle.  At  a  command,  every  man  who  can  takes  a 
partner,  while  those  who  are  left  stay  in  the  center. 
The  men  and  girls  march  around  until  the  whistle 
blows,  then  the  men  about  face  and  the  circles  march 
in  opposite  directions.  When  the  whistle  blows  again, 
all  the  men  rush  for  partners  again  and  march  around 
as  at  first,  while  the  men  who  are  left  go  back  to  the 
center. 

75.  Train. — Players  form  a  circle.  Take  out  one,  two, 
three,  or  four  players  according  to  the  number  of  players 
in  the  circle.  These  players  face  anyone  in  the  circle 
that  they  want  to.  Every  one  has  hands  on  hips,  and 
takes  "jump,  jump  and  hold,"  jumping  first  on  right 
heel,  then  on  left;  repeat  this,  then  take  five  jumps. 
Then  the  players  on  the  inside  of  the  circle  face  the 
center,  and  the  players  they  just  faced  put  their  hands 
on  their  shoulders,  and  starting  with  a  clap  they  take 
twelve  running  steps  around  the  inside  of  the  circle, 
ending  up  in  front  of  some  player  standing  in  the  circle. 
The  first  step  is  repeated,  and  the  inside  players  drop 
hands  and  face  the  center,  each  in  his  own  place.  Those 
whom  they  have  just  faced  join  them  by  putting  their 
hands  on  the  shoulders  of  the  back  one,  so  each  line 


ACTIVE  INDOOR  GAMES  249 

has  three  players.     This  is  repeated  until  every  one  in 
the  circle  has  joined  some  line. 

76.  Peanut  Pass. — Players  form  in  two  lines,  facing 
each  other.  Place  a  dish  of  peanuts  beside  each  leader 
and  an  empty  dish  at  the  other  end.  Everyone  in  line 
clasps  the  right  wrist  of  the  player  on  his  left  with  his 
left  hand.  At  the  signal  "Go"  the  leader  picks  up  one 
peanut  at  a  time  and  passes  it  down '  the  line.  If  a  pea- 
nut is  dropped,  it  must  be  picked  up  with  everyone's 
hands  stiU  clasped.  The  side  which  first  passes  all 
its  peanuts  from  one  dish  to  the  other  gets  all  the  peanuts. 

77.  Slap  Tag. — This  is  played  with  a  knotted  towel 
or  a  folded  newspaper.  One  player  stands  in  the  center 
while  the  other  players  stand  in  a  circle,  shoulder  to 
shoulder.  The  players  then  pass  the  paper  behind  their 
backs  and  at  every  opportunity  slap  the  one  in  the 
center  with  it,  but  always  trying  to  avoid  being  caught 
with  the  paper  in  their  hands.  Should  the  center  player 
tag  anyone,  who  has  the  paper  in  his  hand,  he  changes 
places  with  that  player.  Much  fun  may  be  had  if  the 
players  use  different  feints  to  try  and  mislead  the  center 
player  as  to  who  holds  the  paper. 

78.  Alphabet  Game. — Players  are  divided  into  two 
groups  and  different  colored  sets  of  the  letters  of  the 
alphabet  are  given  to  each  group.  The  leader  calls  a 
word,  and  the  players  holding  the  letters  of  the  word, 
run  out  and  form  it  as  quickly  as  possible.  If  one  letter 
is  double,  the  player  may  jiggle  his  letter  back  and 
forth,  but  if  it  appears  in  two  different  places,  he  must 
run  back  and  forth.  Judges  decide  which  group  forms 
the  words  first,  and  keep  the  score.  The  score  should 
not  exceed  ten  or  eleven  points. 

79.  Blanket  Guess. — Players  are  divided  'into  two 
groups,  each  group  having  a  blanket.     One  person  is 


250  THE  CHURCH  AT  PLAY 

chosen  from  each  group  to  hold  the  blanket  in  front 
of  him,  and  try  to  hide  from  the  one  in  the  other  group 
who  has  the  blanket.  Each  player  tries  to  find  out 
who  is  behind  the  other  blanket  without  being  recog- 
nized himself.  The  one  who  first  guesses  correctly  who 
the  other  one  is,  makes  a  score  for  his  side;  then  some 
one  else  is  chosen. 

80.  Chair  Relay.^ — Line  up  in  couples — two  sets  or 
more.  The  man  of  the  first  couple  carries  a  chair — his 
partner  going  with  him;  he  sets  the  chair  down  on  the 
goal  line  and  she  sits  down  in  it;  he  picks  it  up,  carries 
it  back  to  the  next  couple  and  they  (the  first  couple) 
go  to  the  end  of  the  line.  The  game  continues  until 
one  side  wins.  Added  interest  is  afforded  if  instead  of 
the  lady  sitting  down  on  the  chair  the  man  kneels  on 
it,  facing  her,  at  the  same  time  singing  the  scale  or 
reciting  a  short,  familiar  poem. 

'  Adapted  from  Edna  Geister. 


CHAPTER  V 
QUIET  INDOOR  GAMES 

8i.  Anagram  Contest. 

82.  Buzz-Fizz. 

83.  The  Minister's  Ford. 

84.  Garage. 

85-  Up,  Jenkins. 

86.  Revealing  Spirits  Move. 

87.  Memory  Contest. 

88.  Progressive  Stunts. 

89.  Beast,  Bird,  Fish,  Furniture,  Flowers,  etc. 

90.  O,  Smile! 

91.  What's  Your  City? 

92.  Singing  Proverbs. 

93.  Poor  Pussy. 

94.  Ghosts. 

95.  Scouting  for  Words. 

96.  Peanut  Tossing. 

97.  Football  Jenkins. 

98.  Dramatic  Posing. 

99.  The  Drama  of  Poky  Hunter. 
100.  Artistry. 

For  additional  quiet,  indoor  games  consult: 
La  Porte,  A  Handbook  of  Games  and  Programs  for  Church, 

School,  and  Home,  Chapter  IV. 
Community  Service,  What  Can  We  Do?  (See  Index,  p.  4.) 
Wolcott,  The  Book  of  Games  and  Parties. 
Geister,    Ice   Breakers,    Chapter   VI,    Games   of   limited 

action. 
Gates,  Successful  Socials. 
Harbin,  Phunology,  Chapter  XIV  (prize  socials). 


CHAPTER  V 
QUIET  INDOOR  GAMES 

8i.  Anagram  Contest. — Anagram  "words,"  printed 
on  cards  and  made  up  by  transposing  the  letters  of 
Bible  names  (ertep  for  Peter,  kleu  for  Luke,  oduxse 
for  Exodus,  zarenath  for  Nazareth,  etc.),  are  placed  in 
a  hat  or  box.  The  leader  draws  out  a  card,  holds  it 
up  where  all  can  see  and  calls  the  name  of  one  of  the 
players  who  is  expected  to  respond  with  the  correct 
name.  If  he  is  unable  to  do  so  after  ten  seconds,  he 
forfeits  his  turn  and  the  card  is  returned  to  the  hat 
or  box.  A  new  card  is  then  drawn  out  and  the  name  of 
another  player  is  called.  Each  player  who  gives  the 
correct  answer  receives  the  card  from  the  leader.  The 
players  are  called  on  in  rotation  until  all  the  cards 
have  been  used  up.  The  one  who  has  the  largest  num- 
ber of  cards  wins  the  game. 

82.  Buzz-Fizz. — The  players  are  seated  in  a  circle. 
The  game  starts  by  one  player  saying  "One."  The 
player  next  to  him  says  "Two,"  then  "Three,"  and  so 
on;  only,  every  seventh  player  says  "Buzz."  That  is 
— whenever  "seven"  or  a  multiple  of  seven  is  reached 
the  player  must  say  "Buzz."  When  the  count  gets  to 
71,  the  players  say  "Buzz  one,"  "Buzz  two,"  and  so  on. 
If  he  misses,  he  drops  out,  and  the  next  player  starts 
in  as  "One."  The  game  becomes  intensely  interesting 
if  in  addition,  "Fizz"  is  substituted  for  "Five"  and  its 
multiples.  The  game  can  be  played  by  requiring  a 
forfeit  if  a  player  faUs  to  say  "Buzz"  or  "Fizz"  when 
he  should,  or  if  he  says  either  in  the  wrong  place. 

253 


254  THE  CHURCH  AT  PLAY 

83.  The  Minister's  Ford. — The  first  player  says, 
*'The  minister's  Ford  is  an  animated  Ford,"  or  he  may 
use  any  other  adjective  beginning  with  "a"  to  describe 
the  Ford.  The  next  player  makes  a  remark  about  the 
Ford,  using  an  adjective  beginning  with  the  same  letter; 
for  instance,  he  may  say,  "The  minister's  Ford  is  an 
aggressive  Ford."  This  is  continued,  each  player  using 
a  different  adjective  beginning  with  the  letter  "a"  until 
all  have  had  a  chance.  The  first  player  then  makes  a 
similar  remark  about  the  Ford,  using  an  adjective 
beginning  with  "b."  This  goes  round  the  group  as  with 
the  letter  "a."  The  game  continues  through  the  entire 
alphabet.  Any  player  who  is  unable  to  respond  imme- 
diately when  his  turn  comes  or  who  fails  to  use  a  proper 
adjective,  drops  out  of  the  game  or  pays  a  forfeit.  The 
player  who  remains  in  the  game  longest  is  the  winner. 

84.  Garage. — Each  player  thinks  of  a  word  which 
is  the  name  of  a  familiar  object.  This  word  is  used  in 
answering  the  question  asked  by  the  player  chosen  to 
ask  one  or  more  questions  of  each  player.  The  ques- 
tions and  answers  may  proceed  somewhat  as  follows: 

Question:  "I  heard  that  thieves  broke  into  your 
garage  last  night.    How  did  they  get  in?" 

Answer:  ''With  a  dictionary J^ 

Question  to  next  player:  "What  did  they  find  in 
your  garage?" 

Answer:   "A  haby  carriage. ^^ 

Question  to  next  player:  "What  did  they  say  when 
they  saw  the  hahy  carriageV 

Answer:  "O,  fishhooksV 

Question  to  next  player:  "What  kind  of  clothes  did 
they  wear?" 

Answer:  "^4  blue  silk  sweater.^' 

As    the    questioning    and    answering   proceeds,    any 


QUIET  INDOOR  GAAIES  255 

player  who  laughs  or  who  fails  to  give  a  proper  answer, 
must  forfeit  his  place  and  become  the  questioner. 

85.  Up,  Jenkins. — The  players  are  divided  into  two 
equal  groups,  seated  on  opposite  sides  of  a  table.  Each 
group  has  a  captain.  A  coin  of  any  denomination  is 
passed  from  hand  to  hand  under  the  table  by  the  mem- 
bers of  one  group  and  so  as  to  make  it  impossible  for 
the  members  of  the  opposing  group  to  locate  it.  The 
captain  of  the  opposite  side  then  calls,  "Up,  Jenkins!" 
when  all  hands  are  brought  from  under  the  table  and 
held  up  with  palms  outward  toward  the  guessing  side, 
with  fingers  closed  down  tightly  over  the  pahns,  the 
coin  being  hidden  in  one  of  the  hands.  The  opponents 
may  look  at  the  hands  from  their  side  of  the  room 
as  long  as  they  choose.  The  captain  then  commands, 
"Down,  Jenkins!"  when  the  hands  are  brought  down 
simultaneously  with  the  palms  flat  on  the  top  of  the 
table.  This  is  done  with  enough  noise  to  disguise  the 
clink  of  the  coin  when  it  strikes  the  table.  The  opponents 
try  to  guess  which  hand  covers  the  coin.  Then  the 
captain  of  the  guessing  side  calls  for  the  Hfting  of  one 
specified  hand  at  a  time.  The  player  named  must  lift 
the  hand  indicated,  and  that  hand  is  thereafter  taken 
from  the  table.  The  opponents  win  if  they  eliminate 
aU  empty  hands  until  only  the  hand  that  covers  the 
coin  is  left.  Then  the  coin  passes  to  them  for  the  next 
round.  If  the  coin  is  disclosed  before  the  last  hand 
is  reached,  the  side  holding  it  adds  to  its  score  the  num- 
ber of  hands  left  on  the  table.  The  winning  side  is  the 
side  which  first  scores  the  number  of  points  decided  on 
for  the  game. 

86.  Revealing  Spirits  Move. — All  the  guests  are 
seated  in  a  circle  and  the  lights  are  turned  low.  One 
of  the  two  players  who  know  the  trick  explains  care- 


256  THE  CHURCH  AT  PLAY 

fully  to  all  how  the  game  is  played.  Then  he  leaves 
the  room  but  remains  within  easy  calling  distance. 
His  accompKce  moves  about  the  circle  quietly  and 
placing  his  open  hands,  palms  downward  over  the  head 
of  one  of  the  guests,  says:  "The  Revealing  Spirits 
Move."  The  one  from  without  replies :  "Let  them  move 
in."  This  is  repeated  until  finaUy,  the  former,  while 
holding  his  hands  above  the  head  of  one  of  the  guests 
says:  "The  Revealing  Spirits  Move  and  Rest  Upon." 
Whereupon  the  absent  player  immediately  names  the 
person  before  whom  his  accompHce  is  standing.  (Both 
select  the  person  who  spoke  last  before  the  trickster 
left  the  room.) 

87.  Memory  Contest. — A  tray  is  filled  with  small 
objects  of  all  sorts  and  is  passed  slowly  in  front  of  the 
seated  guests  who  are  furnished  with  pencils  and  paper. 
Each  guest  is  permitted  to  look  at  the  tray  intently 
for  about  thirty  seconds.  He  is  not  permitted  to  write 
anything  down  while  the  tray  is  before  him.  After  it 
is  past,  he  is  to  write  down  the  names  of  as  many  objects 
as  he  can  remember.  The  one  remembering  the  largest 
number  of  objects  wins  the  game. 

88.  Progressive  Stunts. — Tables  are  arranged  so  as 
to  suggest  progression,  with  different  stunts  for  each 
table.  After  each  stunt,  the  four  players  at  each  table 
move  up  to  the  next  one.  The  player  having  the  largest 
total  score  is  winner.  Each  player  keeps  own  score; 
5  points  for  first  at  each  table  and  3  points  for  second. 

Table  I.  A  bowl  of  peanuts  and  four  hatpins  are 
provided.  Each  player  tries  to  pick  out  as  many  peanuts 
as  possible  within  a  given  time. 

Table  II.  The  table  is  placed  by  a  piano  or  victrola. 
Players  are  provided  with  paper  and  pencil,  and  write 
down  the  names  of  different  records  as  they  are  played. 


QUIET  INDOOR  GAMES  257 

Table  III.  A  dish  of  puffed  rice  and  four  needles  and 
thread.  Each  person  tries  to  string  as  many  kernels 
as  possible. 

Table  IV.  Paraffine  gum  sticks,  toothpicks,  and  heavy 
cards  are  provided.  Using  the  gum  after  it  has  been 
chewed,  the  players  fashion  shapes  representing  animals 
or  birds. 

Table  V.  Give  the  players  a  word  like  "Constanti- 
nople," asking  them  to  make  as  many  words  out  of  it 
as  possible. 

Table  VI.  Provide  materials  for  making  dolls,  or  for 
clothing  them;  peanuts  or  clothespons,  crayons,  cloth, 
needle  and  threads. 

89.  Beast,  Bird,  Fish,  Furniture,  Flowers,  etc. — 
The  old  game  of  Beast,  Bird,  Fish,  is  a  familiar  one. 
The  players  are  seated  in  a  circle,  while  one  player 
stands  in  the  center  and  points  at  one  of  the  players, 
calling,  for  instance,  "Beast,"  and  then  counts  up  to 
ten  as  fast  as  possible.  The  player  pointed  at  must 
answer  with  the  name  of  some  beast,  before  the  center 
player  counts  ten.  If  he  does  this,  the  center  player 
must  try  it  again,  but  if  he  fails  to  answer,  he  changes 
places  with  the  center  player.  A  great  deal  more  fun 
is  added  by  calling  a  variety  of  words  such  as  furniture, 
flowers,  chairs,  automobiles,  etc.,  and  requiring  the 
person  questioned  each  time  to  name  some  kind  of 
furniture,  flower,  chair,  automobile,  etc. 

90.  O,  Smile. — Players  are  divided  into  two  sides. 
At  the  command  "Go,"  one  side  tries  to  make  the  other 
side  laugh.  Any  kind  of  ingenious  facial  expression  or 
question  may  be  used.  As  fast  as  the  players  on  one 
side  succeed,  the  players  who  lost  step  out  of  line.  After 
all  the  players  have  been  conquered,  they  re-form  in 
line  and  try  to  make  the  players  on  the  other  side  laugh. 


258  THE  CHURCH  AT  PLAY 

If  it  takes  too  long,  it  may  be  better  to  give  a  certain 
amount  of  time  to  each  side,  and  see  which  side  has 
the  fewest  left. 

91.  What's  Your  City? — Players  are  seated  in  a 
circle,  and  everyone  is  given  the  name  of  a  city.  One 
player  stands  in  the  center,  blindfolded.  The  director 
of  games  calls  out,  "Chicago  and  Milwaukee,  Change!" 
While  they  are  changing  the  center  player  tries  to 
touch  one  of  the  players  or  get  a  vacant  chair.  If  he 
succeeds,  the  extra  player  becomes  center  player.  The 
game  is  still  more  interesting  when  the  director  calls 
"Change"  for  four  cities. 

92.  Singing  Proverbs. — The  players  are  divided  into 
two  groups.  One  group  secretly  selects  a  proverb 
and  gives  one  word  to  each  player  and  to  more  than 
one  if  the  group  is  large.  At  a  signal  the  members  of 
the  group  sing  their  words  to  a  given  tune,  while  the 
other  side  try  to  guess  them.  When  the  proverb  is 
guessed,  the  singing  group  tries  to  guess  the  proverb 
sung  in  like  manner  by  the  opposing  group. 

When  there  are  a  few  players,  have  the  players  sit 
in  a  circle  and  send  one  player  out  of  the  room  while 
the  group  decides  on  some  proverb.  The  extra  player 
tries  then  to  guess  the  proverb,  and  as  soon  as  he  does 
he  sends  some  one  else  out  in  his  place. 

93.  Poor  Pussy. — The  players  sit  in  a  circle.  One 
player  kneels  down  in  front  of  some  one  in  the  circle 
and  cries  "Me-ow"  in  as  ridiculous  a  manner  as  possible, 
trying  to  make  the  player  laugh,  while  the  seated  player 
pats  him  on  the  head,  saying  "Poor  Pussy."  If  the 
cat-imitator  fails  to  make  the  other  player  laugh  in 
three  trials,  he  must  try  some  one  else,  but  if  he  suc- 
ceeds before  three  trials,  the  players  change  places. 

94.  Ghosts. — The  leader  names  some  letter  of  the 


QUIET  INDOOR  GAMES  259 

alphabet,  the  next  player  adds  a  letter,  thinking  of 
some  word.  Each  player  adds  a  letter  but  must  avoid 
an  addition  which  completes  a  word.  If  he  does  finish 
a  word,  he  becomes  a  "half  ghost"  and  no  one  can 
speak  to  him.  If  any  player  does  speak  to  him,  he  be- 
comes a  half  ghost.  The  half  ghosts  may  continue  talk- 
ing and  playing.  After  a  word  has  been  finished,  the 
next  player  starts  a  new  word.  If  a  half  ghost  finishes 
a  word,  he  becomes  a  whole  ghost  and  drops  out  of  the 
game,  but  still  may  talk.  If  any  player  talks  to  him 
he  becomes  a  full  ghost.  Thus  all  the  players  are  finally 
eliminated. 

95.  Scouting  for  Words. — Have  letters  of  the  alpha- 
bet written  on  cards,  one  letter  on  each  card.  Make 
three  or  four  cards  of  each  letter.  One  player  mixes  the 
cards  in  the  pack  and  holds  them  face  downward.  Be- 
fore he  turns  a  card  he  may  say,  "Mention  a  bird  whose 
name  begins  with  this  letter,"  then  he  holds  the  card 
exposed  to  view.  The  first  player  to  give  an  answer 
receives  the  card,  but  if  no  one  answers  in  five  seconds 
the  card  is  returned  to  the  pack.  The  leader  may 
make  use  of  such  subjects  as  names  of  girls,  boys,  parts 
of  automobiles,  different  kinds  of  automobiles,  articles 
to  eat,  clothing,  etc.  When  the  cards  have  all  been 
given  out,  the  game  is  won  by  the  player  holding  the 
largest  number  of  cards. 

96.  Peanut  Tossing. — Place  a  hat  on  the  floor  in 
the  center  of  the  seated  ring  of  players.  Give  each 
player  ten  peanuts.  Let  each  player,  in  turn,  try  to 
throw  his  peanuts  into  the  hat.  The  peanuts  that  do 
not  land  in  the  hat  are  gathered  up  and  divided  equally 
among  the  players  who  have  succeeded  in  getting  all 
of  theirs  in.  Thus  the  contest  proceeds  until  it  is  deter- 
mined who  is  the  best  thrower. 


26o  THE  CHURCH  AT  PLAY 

97.  Football  Jenkins. — The  players  are  divided  into 
two  sides  and  are  seated  around  a  table  as  when  play- 
ing "Up,  Jenkins"  (see  No.  85).  The  score  is  kept  by 
moving  a  large-headed  pin  or  other  object  on  a  big 
sheet  of  paper  or  other  material  marked  off  so  as  to 
represent  a  football  field.  The  lines  across  the  field  are 
supposed  to  be  five  yards  apart.  Each  player  has  a 
number  known  only  to  the  members  of  his  own  team. 
The  "quarter  back"  in  giving  signals  designates  which 
player  is  to  receive  the  coin.  A  captain  is  chosen  for 
each  game.  Each  captain  works  out  a  secret  system 
of  signals  in  response  to  which  the  members  of  the 
respective  teams  lift  up  their  hands  and  bring  them 
down  simultaneously  on  the  table.  The  number  of 
hands  remaining  on  the  table  after  the  coin  has  been 
discovered  constitute  the  number  of  yards  the  pin 
(ball)  is  advanced  toward  the  opponent's  goal.  If  a 
team  does  not  make  fifteen  yards  in  four  "downs"  the 
"ball"  goes  to  the  opposite  side.  When  the  "ball" 
reaches  the  goal  it  is  counted  a  touchdown  and  scores 
six  as  in  football.  If  a  player  brings  his  hands  down 
upon  the  table  prematurely,  his  team  is  penalized  five 
yards.  Other  football  features  can  be  included.  The 
game  should  last  about  twenty  minutes.  This  is  a  good 
game  for  high  school  students  to  play  during  the  foot- 
ball season. 

98.  Dramatic  Posing. — Three  or  more  players  are 
chosen  to  stand  before  the  others  all  ready  to  assume 
poses  as  directed.  The  leader  selects  biblical  scenes 
that  are  particularly  dramatic  such  as  Daniel  in  the 
lions'  den,  Saul  at  the  stoning  of  Stephen,  Pharaoh's 
daughter  finding  the  baby  Moses,  Paul  at  Mars'  Hill, 
Queen  Esther  before  the  king,  etc.  At  a  given  signal, 
"On  your  marks,  get  set,  go!"  the  players  chosen  assume 


QUIET  INDOOR  GAMES 


261 


GOAL 


r 

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Z 

S 


CENTER 


5 
10 
15 
20 

25 

30 
35 
4tf 


45 
50 

^45 
40 
35 
30 
25 
20 


15 
10 


GOAI- 

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262  THE  CHURCH  AT  PLAY 

appropriate  poses  while  all  others  vote  to  decide  which 
is  the  best.  (This  kind  of  play  is  very  effective  as  a 
Camp  Fire  stunt.) 

99.  The  Drama  of  Poky  Hunter. — While  these 
lines  are  being  read,  players  wearing  stunt  costumes 
and  posing  enact  the  scenes. 

Children,  have  you  heard  the  story, 

Story  great  and  almost  gory, 

Of  the  Princess  of  Virginia, 

Of  the  lovely  Poky  Hunter? 

How  she  saved  the  Captive  White  Man? 

Listen  now  and  I'll  unfold  it. 

John  Smith  was  the  Captive  White  Man; 

Poky  Hunter,  Indian  Maiden, 

And  Virginia  owned  as  chieftain 

Powder  Can,  who  savage  people 

Ruled  with  might  and  ruled  with  power. 

Softly  now  the  curtain  rises: 

See  the  scene  laid  in  the  forest. 

Where  for  many  moons,  I'm  thinking, 

That  fair  scene  will  keep  on  lying. 

Through  the  forest  comes  the  North  Wind, 

Shakes  the  trees  and  makes  them  wiggle, 

Wiggle  now  the  stately  Pine  Tree, 

Wiggle  too  Elm,  Plum  and  Apple. 

Lo,  where  in  the  highest  heavens, 

Mounts  the  Sun  and  casts  its  bright  rays; 

Hear  the  brook,  so  sweetly  gurgling, 

Babbling,  prattling  through  the  forest. 

See  the  squirrels  gently  sporting, 

Gathering  nuts  to  safely  store  them. 

Comprehend  the  Situation, 

Calm,  serene  and  full  of  beauty. 

But  the  restless  Wind  comes  sweeping, 

Sweeping  ever  o'er  the  fair  scene. 


QUIET  INDOOR  GAMES  263 

Now  the  hero,  Captain  John  Smith, 

Conies  a-stalking  through  the  forest, 

Danger  all  about  is  lurking, 

Hovering  in  obscurest  places. 

And  Chief  Powder  Can,  the  Mighty, 

In  his  might  he  comes  a-walking, 

Calmly  steps  upon  the  fair  Scene, 

While  he  views  the  situation. 

Smith,  he  stands  in  aU  his  manhood, 

Meets  the  red  man's  gaze  of  anger. 

Watches  while  he  shows  his  warrant; 

Yet  the  restless  Wind  comes  sweeping, 

Shakes  each  tree  that  fills  the  forest. 

There's  the  block  of  execution 

That  the  noble  Smith  is  led  to. 

Hold  your  tears,  stop  all  that  weeping! 

Fate,  it  ain't  a-going  to  hurt  him. 

Now  our  darling  Poky  Hunter, 

Smirking,  gabbling,  trotting,  trips  in. 

Hark,  the  beauteous  brook  a-gurgling. 

As  it  babbles  through  the  forest. 

Watch  our  darling  mincing  onward. 

Sweeping  obstacles  before  her. 

Smith,  he  sees  our  blessed  darling, 

Fastens  sad  his  eyes  upon  her. 

But  she  wails  and  groans  and  shudders; 

Hands  her  dad  her  manifesto.    (If  he  goes,  I  go.) 

Silence  reigns;  then  through  the  forest 

Breaks  the  mighty,  rushing  North  Wind, 

Shakes  each  tree  and  makes  it  totter. 

Powder  Can  deep  thoughts  is  thinking. 

Shall  he  scalp  him?   Give  him  Poky? 

Now  his  better  thoughts  prevailing, 

He  relents  and  kicks  the  bucket. 

Smith  he  gives  his  heart  to  Poky, 

Begs  her  be  his  darling  wifey. 


264  THE  CHURCH  AT  PLAY 

Enter  quick  the  Holy  Father, 

Ties  the  knot  while  all  the  forest, 

All  the  birds  sing  happy  carols. 

So  you've  heard  the  noble  story 

Of  the  Princess,  Poky  Hunter, 

How  she  saved  the  captive  White  Man. 

Now  'tis  time  to  end  the  story. 

Falls  upon  the  Scene  the  Curtain. 

— Anonymous. 

100.  Artistry. — (a)  Divide  the  players  into  groups 
of  from  six  to  ten  each.  Provide  for  each  group  a 
large  sheet  of  paper  or  a  blackboard.  Let  the  leader 
of  each  group  announce  the  picture  which  the  members 
of  his  group  intend  to  draw.  The  guests  in  each  group 
may  be  seated  or  stand  in  the  order  in  which  they  will 
do  their  respective  parts.  At  a  given  signal,  one  from 
each  group  goes  forward  and  draws  a  part  of  the  pro- 
posed picture.  He  returns  quickly,  delivering  the  chalk 
or  crayon  to  the  next  player,  and  so  on  until  all  have 
made  their  contributions.  Then  a  vote  is  taken  to  de- 
cide which  is  the  best  production. 

(b)  Let  partners  be  chosen.  Furnish  each  couple 
with  a  large  piece  of  wrapping  paper,  at  least  26  inches 
wide.  Each  couple,  cooperatively,  draws  with  colored 
crayons  a  picture  of  two  persons  (man  and  woman) 
without  heads.  Then,  when  all  are  ready,  let  each 
couple  hold  their  picture  in  front  of  themselves  so  that 
their  own  heads  supply  the  missing  heads.  A  judge 
who  has  courage  as  well  as  artistic  ability  criticizes  the 
productions  and  awards  the  prize. 


CHAPTER  VI 
OUTDOOR  GAMES 

loi.  Streets  and  Alleys  (sometimes  called  "Maze  Tag"). 

1 02.  Three  Deep. 

103.  Black  and  White   (sometimes  called   "Day  and 
Night"). 

104.  Western  Potato  Race. 

105.  Handkerchief  Tag. 

106.  Back-to-Back  Relay. 

107.  Rooster  Fight. 

108.  Arch  Ball. 

109.  Club-Hustle  Relay, 
no.  Dodge  Ball. 

111.  Last  Couple  Out. 

112.  Pop  Ball. 

113.  Rabbit  in  a  Hole. 

114.  Duck  on  a  Rock. 

115.  Garden  Scamp. 

116.  Fox  and  Geese. 

For  additional  outdoor  games,  consult: 
England,  Physical  Education,  pages  98-129. 
Bancroft,  Games,  pages  43-211. 
Draper,  Games,  Part  HI,  also  "Racing  Games  for  Picnics," 

p.  148. 
Churchill,   A   Practical  Recreation  Manual   for  Schools, 

Chapter  III. 
La  Porte,  A  Handbook  of  Games  and  Programs  for  Church, 

School,  and  Home,  Chapters  IX,  X,  XI. 
Community  Service,  Rural  and  Small  Community  Recrea- 
tion, Chapter  IV.    (Suggestions  for  the  Organization  of 

a  Field  Day  and  Play  Picnic.) 
University  of  Wisconsin,  Circular  118,  Play  Day  in  Rural 

Schools.    5  cents. 
Playground  and  Recreation  Association,  No.  168,  Twelve 

Good  Games.   10  cents. 


CHAPTER  VI 
OUTDOOR  GAMES 

loi.  Streets  and  Alleys. — (Sometimes  called  "Maze 
Tag.")  The  players  are  arranged  in  columns,  there 
being  as  many  players  in  each  column  as  there  are 
columns,  thus  forming  a  square.  The  lines  must  be 
straight  both  ways.  All  players  face  the  leader  and 
join  hands  with  their  neighbors.  At  a  signal  from  the 
leader  the  players  drop  hands  and  make  a  quick  quarter 
turn  to  the  right,  immediately  joining  hands  with  their 
new  neighbors.  At  another  signal  the  players  again 
drop  hands  and  make  a  quick  quarter  turn  to  the  right, 
again  joining  hands  with  their  new  neighbors.  After 
the  players  have  become  familiar  with  these  positions 
the  game  can  begin. 

Two  players  are  chosen.  One  tries  to  tag  the  other, 
the  one  who  is  pursued  running  up  and  down  among 
the  "streets"  and  "alleys."  Neither  pursuer  nor  pur- 
sued can  break  through  the  lines  that  are  formed  by 
the  other  players.  The  leader  gives  his  signal  to  change 
from  "streets"  to  "alleys"  at  just  those  critical  moments 
when  it  will  be  most  embarrassing  to  the  pursuer  or  of 
greatest  relief  to  the  one  being  pursued.  When  the 
pursued  has  been  tagged  these  two  players  are  replaced 
from  those  who  are  standing  in  the  ranks,  the  vacancies 
thus  created  being  filled  in  by  those  who  have  been  active. 

102.  Three  Deep. — This  game  can  be  played  by 
from  twenty  to  forty  players.  Two  players  are  selected 
to  be  the  pursuer  and  pursued.    All  other  players  form 

267 


268  THE  CHURCH  AT  PLAY 

a  double  circle  facing  inward.  Each  circle  is  composed 
of  an  equal  number  of  players  with  each  player  in  the 
outer  circle  standing  directly  behind  the  corresponding 
player  in  the  inner  circle.  The  two  who  have  been 
selected  take  their  places  outside  of  the  circle  and  on 
opposite  sides.  At  a  signal  the  pursuer  tries  to  tag  the 
pursued.  The  latter  may  save  himself  at  any  time 
by  stopping  in  front  of  any  player  of  the  inner  circle. 
This  makes  three  deep.  Whenever  this  happens  the 
third  or  outside  player  instantly  becomes  the  pursued. 
If  tagged,  he  becomes  the  pursuer,  trying  to  tag  the 
one  who  has  just  tagged  him.  The  one  who  is  being 
pursued  can  run  in  and  out  among  the  players  who 
compose  the  double  circle. 

103.  Black  and  White. — (Sometimes  called  "Day 
and  Night.")  Two  goal  lines  are  marked  off  on  the 
ground  twenty-five  feet  apart.  Another  line  is  drawn 
midway  between  and  parallel  to  them.  (If  the  game 
is  played  as  an  active  indoor  game,  the  walls  of  the 
room  can  be  the  goal  lines.  All  that  is  needed  is  to 
draw  a  line  midway  between  them.)  The  players  are 
divided  into  equal  teams  by  two  captains.  The  teams 
form  in  line  on  opposite  sides  of  the  middle  line  and 
about  three  or  four  feet  apart.  One  team  is  called 
the  Whites  and  the  other  team,  the  Blacks.  A  block 
of  wood  with  six  or  more  sides,  half  of  which  are  black 
and  half  of  which  are  white,  or  a  disk  with  one  side 
painted  white  and  the  other  black  is  rolled  by  the  leader 
up  to  the  point  near  the  place  where  the  captains  are 
standing,  facing  each  other.  If  the  black  side  is  up, 
the  captain  of  the  Blacks  (or  Night)  calls  out  loudly 
"Black!"  At  this  signal  the  members  of  his  team  try 
to  tag  the  opposing  members  of  the  Whites  (or  Day) 
before  the  latter  reach  their  goal  line.     If  the  white 


OUTDOOR  GAMES  269 

side  is  up  the  Whites  at  the  signal  from  their  captain 
chase  the  Blacks.  Players  who  are  caught  either  join 
the  players  of  the  opposing  team  or  each  team  may 
be  given  one  point  for  each  player  tagged  by  that  team. 
In  the  latter  case  the  players  remain  on  their  respective 
sides  until  the  end  of  the  game.  The  captains  decide 
how  many  points  shall  make  a  game. 

104.  Western  Potato  Race. — The  players  are  di- 
vided into  two  teams,  each  team  choosing  a  repre- 
sentative. The  course  is  marked  off,  the  goals  being 
set  twenty-five  yards  apart.  An  empty  box  or  basket 
is  placed  for  each  runner  at  both  goals.  Each  box  or 
basket  at  one  end  contains  ten  potatoes.  Each  runner 
is  provided  with  a  sharp  pointed  stick  and  takes  his 
place  beside  the  empty  box.  At  a  given  signal  each  of 
the  two  runners  runs  to  his  respective  box  at  the  oppo- 
site goal,  and  spears  a  potato  on  his  stick.  Returning 
he  places  it  in  the  empty  box.  He  is  not  allowed  to 
touch  the  potato  with  his  hand.  If  the  potato  drops 
off  his  stick  he  must  spear  it  again,  bringing  it  in  on 
his  stick.  The  winner  is  the  one  finishing  first,  with 
all  potatoes  transferred  to  the  box  from  which  he  started. 
This  game,  modified  somewhat,  is  played  by  cowboys 
on  horseback. 

105.  Handkerchief  Tag. — The  players  are  divided 
into  two  groups.  The  captain  of  each  group  numbers 
the  players  on  his  team  so  that  each  matches  in  ability 
to  run  and  dodge  the  player  on  the  opposite  team  having 
the  corresponding  number.  A  handkerchief  is  placed 
on  the  ground  an  equal  distance  between  the  two  groups. 
At  a  signal  from  the  leader,  number  one  from  each  team 
runs  to  the  handkerchief  and  watches  for  a  chance  to 
snatch  it  and  return  it  to  his  goal  line  before  being 
tagged  by  the  opposing  player.    Neither  can  be  tagged 


270  THE  CHURCH  AT  PLAY 

unless  the  handkerchief  is  in  his  possession.  Inexpe- 
rienced players  usually  snatch  the  handkerchief  too 
quickly.  Experienced  players  maneuver  for  advantage- 
ous positions.  If  the  players  take  too  long  in  maneu- 
vering, however,  the  leader  may  call  time.  They  must 
then  return  to  their  places,  after  which  the  next  numbers 
are  put  in  play.  The  player  who  gets  to  his  own  place 
with  the  handkerchief  without  being  tagged,  scores  five 
points  for  his  side.  If  he  is  tagged,  three  points  are 
scored  for  the  side  of  the  player  who  tagged  him. 

io6.  Back  to  Back  Relay. — Mark  off  two  parallel 
lines  not  more  than  sixty  feet  apart.  Two  or  more 
teams  of  equal  numbers  line  up  in  relay  formation  be- 
hind one  of  the  lines.  The  contestants  run  in  pairs 
with  their  backs  to  each  other  and  with  their  arms 
locked.  At  a  signal  the  first  pair  on  each  team  runs 
to  the  goal  line  and  returns  to  the  starting  line  to  tag 
the  second  pair,  which  runs  and  returns  to  tag  the 
third  pair,  and  so  on.  The  player  who  leads  while  the 
pair  is  running  to  the  goal  line  must  follow  on  the  return 
to  the  starting  line.  The  winning  team  is  the  team 
whose  last  pair  first  crosses  the  starting  line. 

107.  Rooster  Fight. — A  circle  seven  feet  in  diameter 
is  drawn.  Two  players  take  their  places  within  the 
circle.  Each  folds  his  arms,  balances  on  one  foot,  and 
hopping  about,  tries  to  displace  the  other  by  shoulder- 
ing. A  better  position  is  to  grasp  the  ankle  of  the  left 
leg  with  the  right  hand  behind  the  body  and  the  left 
hand  clasping  the  right  arm  firmly  at  the  bent  elbow. 
If  a  player  is  knocked  out  of  the  circle,  or  if  he  touches 
the  raised  foot  to  the  ground,  or  if  he  unfolds  his  arms 
to  retain  his  balance,  he  loses.  For  team  contests  each 
captain  chooses  one  player  for  each  round.  Each  player 
who  wins  scores  one  point  for  his  team.    When  all  have 


OUTDOOR  GAMES  271 

had  their  turns,  the  team  with  the  largest  total  of  points 
wins. 

108.  Arch  Ball. — ^The  players  are  divided  into  two 
or  more  teams  of  equal  numbers.  Each  team  stands 
in  single  file,  with  the  players  about  two  feet  apart. 
The  first  player  of  each  team  has  a  ball,  which  he  passes 
(over  his  head)  to  the  second  player,  who  passes  it  to 
the  third  player,  over  his  head,  and  so  on.  (If  desired, 
every  other  player  may  pass  it  between  his  legs  rather 
than  over  his  head.)  If  a  player  drops  the  ball,  he  must 
pick  it  up,  and  he  must  return  to  his  position  in  line, 
before  passing  it  to  the  next  player.  When  the  last 
one  in  line  receives  the  ball,  he  carries  it  to  the  front 
of  the  line,  takes  his  place  there,  and  passes  it  back 
again.  The  winning  team  is  the  team  whose  leader 
fijst  gets  back  to  the  front  of  the  line. 

109.  Club-Hustle  Relay. — Two  or  more  teams  of 
equal  numbers  line  up  in  relay  formation.  The  first 
player  of  each  team  has  an  Indian  club.  (Other  objects 
that  can  be  easily  handled  may  be  substituted.)  The 
players  stand  in  a  straddle.  At  the  signal  to  start, 
the  first  man  passes  the  Indian  club  (between  his  legs) 
to  the  second  man,  who  passes  it  to  the  third  man, 
and  so  on.  The  last  man  in  hne  takes  the  club  to  the 
head  of  the  line  and  passes  it  back  as  before.  The  win- 
ning team  is  the  team  whose  last  man,  returning  to  the 
head  of  the  Hne,  gives  the  club  to  the  first  player,  who 
stands  it  on  the  floor  in  front  of  the  line. 

no.  Dodge  Ball. — The  players  are  divided  into  two 
equal  groups.  One  group  forms  a  circle — the  larger 
the  circle,  the  greater  the  sport  of  the  game.  The  other 
group  stands  within  the  circle.  The  players  try  to  hit 
the  center  players  with  a  basketball  or  with  a  volley 
ball.    The  center  players  try  to  evade  this  by  dodging. 


272  THE  CHURCH  AT  PLAY 

They  may  jump,  stoop,  step  aside,  or  resort  to  any 
means  of  dodging  except  leaving  the  ring.  Any  player 
hit  joins  the  circle  players.  The  last  player  left  within- 
the  circle  is  the  winner.  The  groups  (as  originally 
divided)  change  places  for  the  next  game,  the  center 
players  becoming  circle  players  and  the  circle  players 
going  to  the  center.  The  center  players  do  not  pick 
up  the  ball  and  throw  it  back.  If  two  center  players 
are  hit  by  one  throw  of  the  ball,  the  first  one  hit  leaves 
the  center.  The  game  may  be  made  livelier  by  using 
more  than  one  ball. 

III.  Last  Couple  Out. — An  odd  number  of  players 
is  required  for  this  game.  One  player  is  the  catcher, 
who  stands  at  one  end  of  the  playground  with  his  back 
to  the  other  players.  The  other  players  stand  in  couples 
in  a  double  line  behind  the  catcher,  facing  in  the  same 
direction.  When  the  catcher  calls,  "Last  couple  out!" 
the  last  pair  in  the  line  runs  toward  the  front  (one 
at  the  right  and  one  at  the  left  of  the  double  line), 
and  they  try  to  join  hands  in  front  of  the  catcher. 
The  catcher  must  keep  his  eyes  toward  the  front  and 
may  not  chase  the  players  until  they  are  in  line  with 
him.  The  catcher  may  not  turn  his  head  to  see  when 
or  whence  the  runners  are  coming.  The  runners  may 
vary  the  method  of  their  approach,  sometimes  circling 
far  out  beyond  him  on  either  side,  or  one  of  them  doing 
this  and  the  other  running  in  close  toward  the  Hnes. 
If  the  catcher  catches  one  of  the  players  before  that 
player  joins  hands  with  his  partner,  the  catcher  and  the 
one  caught  form  a  couple  and  take  their  places  at  the 
head  of  the  line,  which  should  move  backward  one 
pace  to  make  room  for  them,  and  the  other  player  of 
the  running  couple  becomes  catcher.  If  the  two  part- 
ners join  hands,  they  take  a  place  at  the  head  of  the 


OUTDOOR  GAMES  273 

line  and  the  same  catcher  remains  catcher  until  he  can 
get  a  partner. 

112.  Pop  Ball. — The  players  stand  in  two  lines 
facing  each  other.  A  soft  indoor  baseball  is  used.  The 
leader  or  one  of  the  players  rolls  the  ball  between  the 
two  lines  of  players.  The  player  nearest  the  ball  when 
it  stops  must  run  to  a  base,  which  has  been  marked 
on  the  playground,  while  the  other  players  may  pop 
(hit)  him  with  the  ball.  When  the  player  reaches  the 
base,  he  is  safe,  and  the  game  continues  as  before.  The 
players  in  line  are  not  allowed  to  move  until  the  ball 
has  come  to  a  dead  stop. 

113.  Rabbit  in  a  Hole. — Each  player  is  provided 
with  a  stick  about  three  feet  long.  All  players  except 
one  stand  in  a  circle,  with  about  four  feet  between 
each  two  players  so  they  may  move  freely.  Each  player 
digs  a  small  hole  in  which  he  puts  the  end  of  his  stick. 
In  the  center  of  the  circle  a  large  hole  is  dug  for  the 
rabbit,  represented  by  an  indoor  baseball,  by  a  volley 
ball,  or  by  a  tin  can.  The  odd  player  tries  (i)  to  get 
the  rabbit  into  the  center  hole  with  his  stick,  which 
all  of  the  other  players  try  to  prevent,  and  (2)  the 
odd  player  tries  to  be  released  from  his  position  by 
placing  the  end  of  his  stick  in  one  of  the  small  holes 
belonging  to  one  of  the  circle  players,  which  he  can 
do  only  when  the  player  in  question  has  his  own  stick 
out  of  it.  The  game  starts  by  all  of  the  players  putting 
their  sticks  in  the  center  hole  under  the  rabbit.  They 
count,  "One,  two,  three!"  and,  on  the  last  word,  all 
lift  the  rabbit  out  of  the  hole  with  their  sticks  and  then 
rush  for  the  small  holes,  each  player  placing  the  end 
of  his  stick  in  a  hole.  As  there  is  one  less  hole  than  the 
number  of  players,  the  player  who  is  left  out  becomes 
the  odd  player  and  must  try  to  get  the  rabbit  into 


274  THE  CHURCH  AT  PLAY 

the  hole.  The  circle  players  try  to  prevent  the  rabbit 
from  getting  into  the  hole  by  blocking  its  passage  with 
their  sticks.  They  may  neither  kick  it  nor  play  upon 
it  in  any  other  way.  The  players  in  the  circle  may 
leave  their  places  at  any  time  to  block  the  passage  of 
the  rabbit;  but  this  is  a  dangerous  thing  to  do  because 
the  odd  player  may  at  any  moment  place  his  stick  in 
one  of  the  vacant  holes.  The  circle  players  may  drive 
the  rabbit  away  from  the  circle  when  they  have  an 
opportunity.  The  players  may  change  holes  at  their 
convenience,  if  they  can  do  so  without  the  center  player 
getting  his  stick  into  one  of  the  holes.  The  odd  player 
wins  when  he  gets  the  rabbit  into  the  center  hole,  and 
the  game  starts  over  again.  The  center  player  may  also 
try  to  cause  the  rabbit  to  strike  one  of  the  circle  players, 
but  he  can  do  this  only  by  batting  or  by  rolling  the 
rabbit  with  his  stick.  A  player  who  is  struck  by  the 
rabbit  becomes  the  center  player. 

114.  Duck  on  a  Rock. — Each  player  has  a  stone 
(called  a  duck)  about  the  size  of  a  baseball.  A  large 
rock  or  a  post  is  chosen  as  the  duck  rock.  About  twenty- 
five  feet  from  it  a  throwing  line  is  drawn.  All  of  the 
players  throw  their  ducks  at  the  duck  rock  from  the 
throwing  line.  The  one  whose  duck  falls  farthest  from 
the  rock  becomes  the  first  guard.  The  guard  places 
his  duck  on  the  duck  rock  and  stands  near  by  to  guard 
it.  The  other  players  stand  behind  the  throwing  line 
and  take  turns  in  throwing  at  the  guard's  duck  on  the 
rock  with  their  stones,  trying  to  knock  it  from  the 
rock.  After  each  throw  a  player  must  recover  his  own 
duck  and  run  back  beyond  the  throwing  line.  If  he 
is  tagged  by  the  guard  while  trying  to  do  this,  he  must 
change  places  with  the  guard.  The  guard  may  tag 
him  at  any  time  after  he  leaves  the  throwing  line,  unless 


OUTDOOR  GAMES  275 

he  stands  with  his  foot  on  his  own  duck  where  it  first 
fell.    He  may  stand  in  this  way  as  long  as  is  necessary, 
awaiting  an  opportunity  to  run  home.    But  the  moment 
he  lifts  his  duck  from  the  ground,  or  the  moment  he 
takes  his  foot  from  it,  he  may  be  tagged  by  the  guard. 
Having  once  lifted  his  duck  to  run  home  with  it,  or 
having  raised  his  foot,  a  player  may  neither  return  the 
rock  to  the  ground  nor  replace  his  foot.     The  guard 
may  not  tag  a  player  unless  his  own  duck  is  on  the 
rock.    If  his  own  duck  has  been  knocked  off  the  rock, 
he  must  replace  it  before  he  chases  the  thrower.    This 
replacing  gives  the  thrower  an  opportunity  to  recover 
his  own  duck  and  to  run  home.     Each  thrower  may 
have  to  wait  either  at  a  safe  distance  or  with  his  foot 
on  his  own  duck  (if  he  can  reach  it  in  safety)  until  some 
other  thrower  has  displaced  the  duck  on  the  rock,  and 
so  engaged  the  time  and  the  attention  of  the  guard. 
Several  players  may  thus  be  waiting  at  once  to  recover 
their  ducks,  some  of  them  near  the  duck  rock  and  others 
at  a  distance.     Any  player  tagged  by  the  guard  must 
change  places  with  him,  placing  his  own  duck  on  the 
rock.     When  the  guard  has  tagged  a  player,  he  must 
quickly  recover  his  duck  and  run  for  the  throwing  line, 
as  he  may  be  tagged  as  soon  as  the  new  guard  has  placed 
his  duck  on  the  rock.     A  stone  which  falls  near  the 
duck   rock   without   displacing   the   duck   may   prove 
disastrous  to  the  thrower.     If  a  stone  falls  within  a 
hand  span  (the  distance  from  finger  tip  to  thumb)  of 
the  rock  without  knocking  off  the  duck,  the  guard  may 
challenge  the  thrower  by  shouting,' "Span!"  whereupon 
he  proceeds  to  measure  with   his  hand   the  distance 
between  the  duck  rock  and  the  stone.    If  the  distance 
is  as  he  surmises,  the  thrower  of  the  stone  has  to  change 
places  with  him.    A  tin  can,  a  block  of  wood,  or  any 


276  THE  CHURCH  AT  PLAY 

other  object  which  will  support  the  duck,  raising  it  a 
few  inches  from  the  ground,  may  be  used  for  the  rock. 

115.  Garden  Scamp. — All  of  the  players  except  two 
join  hands  to  form  a  circle,  the  inclosure  serving  as  the 
garden.  Within  the  circle  one  of  the  odd  players  who 
is  chosen  to  be  the  scamp  takes  his  place.  The  other 
odd  player,  the  gardener,  moves  round  outside.  The 
gardener  calls  to  the  scamp,  "Who  let  you  in  my  gar- 
den?" and  the  scamp  answers,  "No  one!"  whereupon 
the  scamp  starts  to  run  away,  the  gardener  chasing 
him.  The  gardener  must  take  the  same  path  followed 
by  the  scamp  in  and  out  under  the  arms  of  the  players, 
who  must  lift  their  hands  to  let  them  pass.  The  gardener 
must  go  through  all  the  movements  of  the  scamp,  who 
may  "leapfrog"  over  any  player  in  the  circle,  turn 
somersaults,  crawl  between  the  legs  of  a  circle  player, 
double  unexpectedly  on  his  path,  circle  round  one  of 
the  players,  or  resort  to  any  other  means  of  making 
the  chase  difficult.  If  the  scamp  is  caught,  he  becomes 
gardener,  and  the  gardener  joins  the  circle.  The  new 
gardener  chooses  a  new  scamp.  If  the  gardener  fails 
to  follow  in  the  exact  path  of  the  scamp,  or  to  perform 
one  of  the  antics  of  the  scamp  he  at  once  drops  out  of 
the  game,  and  the  scamp  chooses  a  new  gardener. 

116.  Fox  and  Geese. — (A  very  active  game.)  Di- 
vide the  players  into  lines  of  fifteen  or  more.  One 
extra  player  for  each  line  faces  their  line,  while  the  other 
players  clasp  their  hands  around  the  waists  of  the 
players  in  front.  The  extra  player  tries  to  tag  the  last 
one  in  line,  while  the  first  player  in  each  line  tries  to 
keep  facing  the  chaser  all  the  time.  When  the  chaser 
succeeds  in  tagging  the  last  player  he  goes  to  the  end 
of  the  line  and  the  first  player  in  the  line  becomes  chaser. 


CHAPTER  VII 
PENCIL  AND  PAPER  GAMES 

117.  Magazine  Editor. 

118.  Telegrams. 

119.  Sculptured  Figures. 

120.  State  Directory. 

121.  Penny  Wise. 

122.  Newspaper. 

123.  Extempore  Lecture  Contest. 

124.  Progressive  Poetry. 

125.  Mirror  Tracing. 

126.  The  Story  Told. 

127.  Spring  Millinery. 

128.  Baby  Picture  Show. 

129.  Victrola  Contest. 

130.  "Paf'ent  Questions. 

For  additional  games  of  this  type  see: 
Geister,  Ice-Breakers,  page  103. 
Dennison  Manufacturing  Company — Bogie  Book,  Party 

Book,  and  Christmas  Book. 
La  Porte,  A  Handbook  of  Games  and  Programs  for  Church, 

School,  and  Home,  Chapter  IV  (continued). 
Wolcott,  The  Book  of  Games  and  Parties,  page  24. 
Community  Service,  What  Can  We  Dof  pages  18-20. 
Bancroft,  Games,  pages  224-242. 


CHAPTER  VII 
PENCIL  AND  PAPER  GAMES 

117.  Magazine  Editor. — The  players  are  divided 
into  two  groups,  one  standing  inside  the  circle  and  in 
front  of  seated  group.  The  latter  are  given  pencils  and 
slips  of  paper  with  topics  written  on  them  such  as, 
"Most  embarrassing  situation,"  "Best  joke,"  "Worst 
accident,"  "Most  pleasing  compliment,"  "Greatest 
ambition,"  "Earliest  memory,"  "Strongest  aversion," 
etc.  At  a  signal  from  the  leader,  all  the  standing  players 
are  asked  to  talk  to  the  players  seated  in  front  of  them 
on  the  topics  indicated  on  the  paper.  Another  signal  is 
given  by  the  leader  and  each  standing  player  moves 
one  player  to  the  left,  immediately  starting  to  talk 
about  the  new  subject.  After  each  "editor"  has  lis- 
tened to  the  stories  of  each  of  the  "reporters"  a  vote 
is  taken  among  all  the  editors  indicating  the  three  best 
"reporters."  The  reporters  are  then  asked  to  tell  their 
prize  stories  to  the  entire  group. 

118.  Telegrams. — The  players  are  provided  with 
pencils  and  telegram  blanks.  Each  blank  has  been 
prepared  in  the  following  way:  At  the  beginning  of 
each  of  the  first  eleven  word  spaces  a  letter  has  been 
inserted.  Each  player  is  asked  to  write  a  telegram 
making  use  of  these  letters  as  the  first  letters  in  each 
of  the  eleven  words.  After  the  telegrams  have  been 
written  they  are  passed  to  the  right  and  each  player 
reads  his  neighbor's  telegram. 

If  the  party  is  given  in  honor  of  anyone,  the  letters 
279 


28o  THE  CHURCH  AT  PLAY 

used  should  spell  this  person's  name.  Or  if  it  is  a  special 
occasion  party  the  name  of  the  day,  such  as  Thanks- 
giving, Christmas,  etc.,  may  be  similarly  used. 

119.  Sculptured  Figures. — Provide  each  guest  with 
one  stick  of  paraffin  gum,  a  small  card,  and  a  wooden 
toothpick.  Each  guest  after  having  chewed  the  gum 
places  it  on  the  card  and  fashions  it  into  a  figure  repre- 
senting a  beast,  bird,  or  reptile.  (Any  requests  for  a 
second  stick  of  gum  should  be  positively  denied  unless 
the  gum  is  to  be  used  for  sculptural  purposes.) 

120.  State  Directory. — Provide  each  guest  with  a 
pencil  and  paper.  Ask  each  one  to  answer  the  following 
questions  by  using  only  abbreviations  of  the  names  of 
States : 

1.  Which  State  would  Noah  prefer?    Ark. 

2.  Which  State  do  criminals  inhabit?     Penn. 

3.  Which  one  is  preferred  by  Catholics?    Mass. 

4.  Which  is  the  most  egotistical  one?     Me. 

5.  Which  one  do  Mohammedans  prefer?    Ala. 

6.  Which  one  is  "as  good  as  a  mile"?    Miss. 

7.  Which  State  is  not  for  the  untidy?     Wash. 

8.  Which  is  father  of  all  the  States?     Pa. 

9.  Which  is  the  decimal  State?     Tenn. 

10.  Which  is  the  State  of  astonishment?    O. 

11.  Which  State  is  sought  by  miners?     Ore. 

12.  Which  is  the  most  unhealthy  State?     111. 

13.  Which  State  is  the  most  useful  in  haying  time? 

Mo. 

14.  Which  is  the  State  to  cure  the  sick?    Md. 

15.  Where  is  there  no  such  word  as  "fail"?     Kan. 

121.  Penny  Wise. — Each  player  is  provided  with  a 
Lincoln  penny,  paper  and  pencil.  On  the  paper  before- 
hand or  to  dictation  are  written  the  following  require- 
ments,  of  course,   without  the  answers.     The  player 


PENCIL  AND  PAPER  GAMES  281 

who  has  the  largest  number  of  correct  answers  keeps 
his  penny.    The  answers  must  be  found  on  the  penny. 

The  name  of  a  song  (America). 

A  privilege  (Liberty). 

A  small  animal  (Hare,  hair). 

A  part  of  Lndian  corn  (Ear). 

A  part  of  a  hill  (Brow). 

Something  denoting  self  (Eye,  I). 

Part  of  a  door  (Locks)  (of  hair). 

A  foreign  fruit  (Date). 

What  ships  sail  on  (Sea,  C). 

A  perfume  (Scent,  cent). 

A  Chinese  beverage  (Tea,  T). 

A  term  of  marriage  (United  States). 

A  weapon  of  war  (Arrow). 

An  act  of  protection  (Shield). 

A  gaUant  (Beau,  Bow). 

A  punishment  (Stripes). 

Part  of  a  plant  (Leaf). 

A  piece  of  jewelry  (Ring). 

A  nut  (Acorn). 

A  musical  term  (Bar). 

An  occupation  (Milling). 

Trimming  for  a  hat  (Feather). 

A  religious  edifice  (Temple) 

A  messenger  (One  sent,  one  cent). 

A  method  of  voting  (Ayes  and  noes,  Eyes  and  nose). 

A  spring  flower  (Tulips,  Two  lips). 

Comfort  (Ease,  e  e). 

An  ancient  honor  (Wreath). 

122.  Newspaper. — (Best  for  small  group.)  Players 
are  given  paper  and  pencils  with  the  following  require- 
ments : 

I.  Write  Yes  or  No. 


282  THE  CHURCH  AT  PLAY 

2.  State  a  gentleman's  name. 

3.  Give  a  number. 

4.  Length  of  time. 

5.  A  color. 

6.  A  color. 

7.  Yes  or  No. 

8.  A  shape. 

9.  A  measure. 

10.  A  sum  of  money. 

11.  A  virtue. 

12.  A  profession. 

13.  Yes  or  No, 

14.  State  a  time. 

Each  player  is  asked  to  write  the  fourteen  things 
above  and  pass  the  paper  to  the  neighbor  on  the  right. 
The  director  then  asks  the  following  questions  and 
each  player  in  turn  gives  the  answers  on  his  paper: 

1.  Have  you  a  lover? 

2.  What  is  his  name? 

3.  How  old  is  he? 

4.  How  long  have  you  known  him?   . 

5.  What  color  is  his  hair? 

6.  What  color  are  his  eyes? 

7.  Is  he  handsome? 

8.  What  shape  is  his  nose? 

9.  What  size  is  his  mouth? 

10.  What  is  his  fortune? 

11.  What  is  his  chief  virtue? 

12.  What  is  his  profession? 

13.  Will  the  marriage  be  a  happy  one? 

14.  When  will  you  be  married? 

123.  Eirtempore  Lecture  Contest. — Players  are  di- 
vided into  groups,  one  standing  inside  the  circle,  in  front 
of  seated  group.     The  standing  players  are  each  given  a 


PENCIL  AND  PAPER  GAMES  283 

different  topic  written  on  a  small  slip.  The  seated 
players  are  given  pencil  and  paper.  At  a  signal  by  the 
director,  all  the  standing  players  are  asked  to  talk  to 
the  players  seated  in  front  of  them  on  the  topic  given 
on  their  slips.  At  a  command  from  the  director,  each 
standing  player  hands  his  slip  to  the  one  to  whom  he 
has  been  lecturing,  moves  one  player  to  the  left,  and 
starts  talking  on  the  new  topic  indicated  on  the  slip 
handed  to  him  by  the  seated  player  before  whom  he 
stands.  After  eight  or  ten  changes  the  director  asks 
the  seated  players  to  vote  on  the  best  conversationalist. 
During  the  talking  they  should  write  down  the  name 
and  topic  of  each  player. 

124.  Progressive  Poetry. — Each  player  is  given 
paper  and  pencil  and  asked  to  write  an  original  line  of 
poetry.  He  folds  over  this  one  and  tells  his  neighbor 
on  the  right  the  last  word  of  the  line.  The  neighbor 
adds  a  second  line  to  rime  with  the  first.  This  is  folded 
over  and  passed  to  the  next  player,  after  having  told 
the  last  word  of  the  last  line.  When  the  poems  have 
been  around  the  circle  each  person  reads  aloud  the 
complete  poem.    It  is  better  not  to  carry  this  out  too  far. 

125.  Mirror  Tracing. — Draw  the  figure  of  a  star 
on  a  card.  Lay  the  card  on  a  table  and  hold  a  hand 
mirror  so  that  the  star  wiU  be  seen  clearly  reflected 
in  it.  Hold  a  piece  of  cardboard  or  other  material 
between  the  eyes  and  the  star  so  that  it  is  impossible 
to  see  it  except  as  it  is  reflected  in  the  mirror.  Take  a 
pencil  and  trace  the  star. 

Take  a  blank  piece  of  paper  and  a  hand  mirror.  While 
looking  in  the  mirror,  write  your  name  so  that  it  looks 
in  the  mirror  like  ordinary  handwriting. 

126.  The  Story  Told. — A  box  in  the  center  of  the 
table  is  filled  with  slips  of  paper.    On  each  paper  is  the 


284  THE  CHURCH  AT  PLAY 

title  of  a  well-known  rime  or  story,  as  Little  Miss  Muffet, 
Little  Red  Riding  Hood,  The  Three  Bears,  Old  Mother 
Hubbard.  A  package  of  blank  cards,  pencils,  and  a 
box  of  colored  crayons  are  on  the  table.  Each  guest 
draws  out  a  slip,  the  first  one  touched.  He  writes  the 
name  of  the  story  on  the  card  and  illustrates  it.  All 
work  until  the  whistle  blows,  when  the  three  judges 
decide  on  the  best  two  illustrations. 

127.  Spring  Millinery. — Provide  plenty  of  crepe 
paper  in  several  colors,  with  scissors,  a  pot  of  paste  and 
thread  with  needles.  When  the  signal  is  given  each 
man  makes  a  fancy  hat  for  his  lady  and  puts  it  on  her. 
Judges  are  appointed  who  review  the  fashion  show 
(while  soft  music  is  being  played  on  the  piano)  and 
award  the  prizes. 

128.  Baby  Picture  Show. — Instruct  each  guest  to 
bring  to  the  social  a  baby  picture  of  himself.  If  neces- 
sary, number  these  so  that  they  can  be  easily  identified. 
As  the  guests  hand  them  in,  number  them,  setting  oppo- 
site each  number  the  name  of  the  person.  Later  in  the 
evening,  provide  the  guests  with  pencil  and  paper. 
Pass  the  baby  pictures  and  have  them  identified — each 
guest  writing  down  the  number  of  the  picture  and  the 
person  whom  he  thinks  it  resembles.  Read  the  correct 
list  while  the  guests  compare  their  own. 

129.  Victrola  Contest. — Play  standard  selections  on 
the  victrola,  asking  the  players  to  write  down  on  sUps 
of  paper  as  many  as  they  can  identify — both  composer 
and  name  of  selection. 

130.  "Pat"-ent  Questions.^ — Give  each  guest  a 
pencil  and  paper,  asking  them  to  describe  in  one  word 
"Pat"  playing  the  following  roles: 

I.  Pat  fighting  for  his  country  (patriotic). 

I  Adapted  from  Harbin,  Phunology,  p.  44. 


PENCIL  AND  PAPER  GAMES  285 

2.  Pat  entertaining  the  baby  (pat-a-cake). 

3.  Pat  mending  his  clothes  (patching). 

4.  Pat  grown  haughty  and  of  noble  birth  (patrician). 

5.  Pat    securing    protection    from    the    government 

(patent). 

6.  Pat  making  a  sofa-pillow  (patch  work). 

7.  Pat  as  father  (paternal). 

8.  Pat  saying  his  prayers  (pater  noster). 

9.  Pat  acting  as  sentinel  (patrol). 

10.  Pat  acting  as  benefactor  (patron). 

11.  Pat   buying    food    of    the   neighborhood    grocer 

(patronize). 

12.  Pat  imitating  a  model  (pattern). 

13.  Pat  grown  venerable  with  age  (patriarch). 


CHAPTER  VIII 
SONGS 

31.  Style  All  the  While. 

32.  Prairie  Flower. 

33.  You're  a  Friend  of  Mine. 

34.  Old  MacDonald  Had  a  Fann. 

35.  It  Isn't  Any  Trouble. 

36.  Howdy  Do? 

37.  To-day  Is  Monday. 

38.  Ain't  What  It  Used  to  Be. 

39.  The  Worst  Is  Yet  to  Come. 

40.  Old  Maid. 

41.  Shine  To-night. 

42.  The  Last  Rose  of  Summer. 

43.  What  Makes  Moo  Cow  Moo? 

44.  Rheumatiz. 

45.  Song  of  the  States. 

46.  Why  Don't  It  Rain  on  Me? 

47.  Row,  Row  Your  Boat. 

48.  John  Brown's  Baby. 

49.  Siamese  National  Air. 

For  additional  songs  consult: 
Hinds,  Hayden,  and  Eldridge,  The  Most  Popular  College 

Songs. 
Harbin,  Phunology,  Chapter  XXIII  (Epworth  League  and 

Pep  Songs). 
Boy  Scouts  Song  Book,  C.  C.  Richard  &  Co.,  Boston,  Mass. 
La  Porte,  A  Handbook  of  Games  and  Programs  for  Church, 

School,  and  Home,  Chapter  VIII,  p.  88. 
Songs  for  the  Rotary  Club  (Fourth  Edition),  International 

Association  of  Rotary  Clubs,  Chicago. 
Schiebe,  Book  of  Camp  Songs,  Boy  Scouts,  Elks  Building, 

Minneapolis. 


CHAPTER  Vin 
SONGS 
131.  Style  aU  the  While!— 


M^^=tt-U±Mf}i\,\  jhJ-^ 


They  say  that He  ain't  got  no  style,He's  style  all  the 


i 


^[^  J  |J  }-^U=^ 


V 


while,  He's  style  all  the  while;  They  say  that 


He 


W 


3 


^ 


I 


M £ 


=ii=y 


<g  • '  • 


ain't  got  no  style,  He's  style  all  the  while,  all  the  while. 

132.  Prairie  Flower. — 


J/  9     ■,^^^|^^||^^^^|^- 


I'm  a   Ut  -  tie  prairie  flow'r  Growing  wild-er  ev  -  'ry  hour; 


^ 


^r— fV— N- 


^ 


$^=5;= 


N-A 


=i«=St 


^ 


fcJ 


^ZDt 


No-bod-y  cares  to  cul-ti-vate  me,  I'm  as  wild  as  wild  can  be, 


^ 


N — N 


m 


?L=!L=fe 


■0 — 0- 


5^ 


I'm  as  wild  as  wild  can  be,  Tu  -  ra  -  lu  -  ra,  Tu  -  ra  -  le. 

289 


290  THE  CHURCH  AT  PLAY 

Prairie  Flower 

2.  I'm  a  little  prairie  flower 
Growing  wilder  every  hour. 
cultivated  me. 

I'm  as  tame  as  tame  can  be 
I'm  as  tame  as  tame  can  be 
Tu-ra-lu-ra,  Tu-ra-le. 

3.  I'm  a  little  wrinkled  prune — 
May  get  stewed  and  very  soon. 
If  I  do,  you  look  and  see 

I'm  as  leathery  as  can  be 
I'm  as  leathery  as  can  be 
Tu-ra-lu-ra,  Tu-ra-le. 

133.  You're  a  Friend  of  Mine. — 

Hello ,  you're  a  friend  of  mine, 

Hello ,  you're  a  friend  of  mine, 

With  your  hands  in  your  pocket. 
And  your  httle  chain  and  locket, 

HeUo ,  you're  a  friend  of  mine, 

And  he  lives  down  in  our  alley. 

134.  Old  MacDonald  Had  a  Farm. — 

Old  MacDonald  had  a  farm,  ee-igh,  ee-igh  oh! 

And  on  that  farm  he  had  some  chicks,  ee-igh,  ee-igh,  oh ! 

With  a  chick-chick  here, 

A  chick-chick  there; 

Here  a  chick,  there  a  chick, 

Everywhere  a  chick-chick. 
Old  MacDonald  had  a  farm,  ee-igh,  ee-igh,  oh! 


SONGS  291 

Old  MacDonald  had  a  farm,  ee-igh,  ee-igh  oh! 

And  on  that  farm  he  had  some  geese,  ee-igh,  ee-igh,  oh! 

With  a  quack-quack  here, 

A  quack-quack  there, 

Here  a  quack,  there  a  quack, 

Everywhere  a  quack-quack, 

A  chick-chick  here, 

A  chick-chick  there. 

Here  a  chick,  there  a  chick. 

Everywhere  a  chick-chick, 
Old  MacDonald  had  a  farm,  ee-igh,  ee-igh,  oh! 

(Continue  to  build,  adding  and  repeating  as  indi- 
cated in  the  second  verse,  with.) 

Turkeys — Gobble-gobble. 
Pigs — Oink-oink . 
Ford— Rattle-rattle. 
Girls— Giggle-giggle. 

135.  It  Isn't  Any  Trouble. — 

(Tune,  "Battle  Hymn  of  the  Republic") 
It  isn't  any  trouble  just  to  s-m-i-1-e, 
It  isn't  any  trouble  just  to  s-m-i-1-e, 
If  you  smile  when  you're  in  trouble, 
It  will  vanish  like  a  bubble, 
If  you  only  take  the  trouble  just  to  s-m-i-1-e. 

(Second  verse) 
It  isn't  any  trouble  just  to  g-r-i-n,  grin. 

(Third  verse) 
It  isn't  any  trouble  just  to  g-i-gig-1-e. 

(Fourth  verse) 
It  isn't  any  trouble  just  to  1-a-u-g-h. 

(Fifth  verse) 
It  isn't  any  trouble  just  to  ha-haha-haha. 


292  THE  CHURCH  AT  PLAY 

136.  Howdy  Do? — 

Howdy  do ?    Howdy  do? 

Is  there  anything  that  we  can  do  for  you? 
We'll  do  the  best  we  can, 
Stand  by  you  to  a  man. 
Howdy  do ?    Howdy  do? 

137.  To-day  is  Monday. — 

1.  To-day  is  Monday,  to-day  is  Monday; 
Monday's  bread  and  butter. 

All  you  hearty  eaters,  we  wish  the  same  for  you. 

2.  To-day  is  Tuesday,  to-day  is  Tuesday; 
Tuesday's  roast  beef, 

Monday's  bread  and  butter. 

All  you  hearty  eaters,  we  wish  the  same  for  you. 

3.  To-day  is  Wednesday,  to-day  is  Wednesday; 
Wednesday's  soo-ooo-oop  (draw  out  in  high  falsetto). 
Tuesday's  roast  beef, 

Monday's  bread  and  butter. 

All  you  hearty  eaters,  we  wish  the  same  for  you. 

4.  To-day  is  Thursday,  to-day  is  Thursday; 
Thursday's  string  beans. 

Etc.  (each  time  repeat  back  to  Monday). 

5.  To-day  is  Friday,  to-day  is  Friday; 
Friday's  fish,  etc. 

6.  To-day  is  Saturday,  to-day  is  Saturday; 
Saturday's  pay  day,  etc. 

7.  To-day  is  Sunday,  to-day  is  Sunday; 
Sunday's  Church,  etc. 


SONGS  293 

138.  Ain»t  What  It  Used  to  Be.— 

(Tune,  "Old  Gray  Mare.") 

1.  it  ain't  what  it  used  to  be, 

Ain't  what  it  used  to  be, 

Ain't  what  it  used  to  be, 

it  ain't  what  it  used  to  be, 

Twenty-five  years  ago. 

Chorus: 

Twenty-five  years  ago, 
Twenty-five  years  ago, 

it  ain't  what  it  used  to  be, 

Twenty-five  years  ago. 

2.  it  ain't  what  it's  going  to  be, 

Ain't  what  it's  going  to  be,  etc. 

is  all  that  it's  going  to  be, 


Is  all  that  it's  going  to  be,  etc. 

is  more  than  it  ought  to  be, 


Is  more  than  it  ought  to  be,  etc. 
(Insert  local  hits,  names  of  persons,  etc.) 

Another  version  is  as  follows: 

"Here  we  sit  like  birds  in  the  wilderness, 
Birds  in  the  wilderness. 
Birds  in  the  wilderness. 
Here  we  sit  like  birds  in  the  wilderness 
Waiting  for to  begin." 


294  THE  CHURCH  AT  PLAY 

139.  The  Worst  Is  Yet  to  Come.— 

(Tune,  "Farmer  in  the  Dell.") 
The  worst  is  yet  to  come, 
The  worst  is  yet  to  come, 
Cheer  up,  cheer  up,  ye  braves,  cheer  up, 
The  worst  is  yet  to  come. 

(For  the  third  line,  substitute  any  local  hit.) 

140.  Old  Maid. — 

(Tune,  "Tipperary.") 
It's  a  good  thing  to  be  an  old  maid, 

It's  the  best  thing  I  know. 
It's  a  good  thing  to  have  your  own  way 

Wherever  you  may  go. 
Good-bye  toil  and  sorrow, 

Farewell  house  work  too, 
It's  a  grand  good  thing  to  be  an  old  maid 

Our  whole  long  life  through. 

141.  Shine  To-night. — 

will  shine  to-night. 

will  shine. 

wiU  shine  to-night. 

will  shine. 

will  shine  to-night. 

will  shine. 

When  the  sun  goes  down 
And  the  moon  goes  up 
will  shine. 

142.  The  Last  Rose  of  Summer. — 

Sung  as  a  solo.    During  the  singing  of  the  song  a  girl 


SONGS  295 

dressed   in  a  flower  costume   (rose)   appears  opposite 
her  and  poses  through  the  song. 

143.  What  Makes  Moo  Cow  Moo? — 

1.  What  makes  moo  cow  moo,  boys, 
What  makes  moo  cow  moo? 
What  makes  moo  cow  moo,  boys, 

What  makes  moo  cow  moo,  moo,  moo,  moo? 

What  makes  moo  cow  moo,  boys. 

What  makes  moo  cow  moo? 

I  ask  you  again  as  a  personal  friend, 

What  makes  moo  cow  moo? 

Answer: 
Moo  makes  moo  cow  moo,  boys,  etc. 

2.  What  makes  tanbark  bark,  boys, 
What  makes  tanbark  bark?  etc. 

Answer: 
Bark  makes  tanbark  bark,  boys,  etc. 

3.  What  makes  a  Parker  park,  boys, 
What  makes  a  Parker  park? 

Answer: 
Out  of  gasoline,  boys,  etc. 

144.  Rheumatiz. — (to  be  sung  as  a  round). 


Rheumatiz 
Rheumatiz,  rheumatiz. 
How  it  pains,  how  U  pains. 


296 


THE  CHURCH  AT  PLAY 


Up  and  down  the  sistum, 
Up  and  down  the  sistum, 
When  it  rains,  when  it  rains. 


145.  Song  of  the  States.- 


te 


^ 


fcS 


|£=fc 


^ 


i 


p;=5; 


m 


^^ 


tHE. 


wt- 


1^ 


S 


^^ 


?f=F 


±:±. 


^ 


n 


^^ 


K^ 


• — # 


What  did  Tenn  e  see,  boys,  what  did  Tenn  e  see? 
What  did  Tenn  e  see,  boys,  what  did  Tenn  e  see? 
What  did  Tenn  e  see,  boys,  what  did  Tenn  e  see? 
I  ask  you  again  as  a  personal  friend, 
What  did  Tennesee? 

She  saw  what  Arkan  saw,  boys,  she  saw  what  Arkan  saw, 
She  saw  what  Arkan  saw,  boys,  she  saw  what  Arkan  saw, 
I  tell  you  again  as  a  personal  friend. 
She  saw  what  Arkan  saw. 

What  did  Delia  wear,  etc. 
She  wore  a  New  Jersey,  etc. 

How  did  Wiscon  sin,  etc. 

She  stole  a  New  brass  key,  etc. 

Where  did  Ida  ho,  etc. 
She  hoed  in  Mary  land,  etc. 


SONGS 


297 


What  does  lo  wa,  etc. 

She  weighs  a  Washing  ton,  etc. 

What  did  Massa  chew,  etc. 
She  chewed  some  Colora  do,  etc. 

Where  has  Ore  gone,  etc. 
She's  taking  Okla  homa,  etc.     or 
I  don't  know,  A'll  aska,  etc.    or 
She's  sailing  on  the  Maine,  etc. 

What  did  Connecti  cut,  etc. 
She  cut  some  Mississi  pie,  etc. 

146.  Why  Don't  It  Rain  on  Me?— 

(Tune,  A  dreary  monotone) 
Why  don't  it  rain  on  me,  mother?    Why  don't  it  rain 

on  me? 
Rain  makes  the  flowers  and  trees  pretty.    Why  don't  it 

rain  on  me? 


147.  Row,  Row,   Row   Your  Boat.     (Boy   Scout 
version.^) — 

(Round) 


w 


^J  JIJ\J 


■II  rJ.r  J-j\h 


:^=F 


^m 


JV-K 


^  ^  ^ /;; 


i/  ^  u 


'Used  by  pennission  of  C.  C.  Birchard  &  Company,  Boston,  publishers  of  the 
Boy  Scout  Song  Book. 


298  THE  CHURCH  AT  PLAY 

1.  Row,  row,  row  your  boat,  Gently  down  the  stream; 
Merrily,  merrily,  merrily,  merrily.  Life  is  but  a  dream. 

2.  Hoe,  hoe,  hoe  your  row,  Thro  the  summer  heat; 
Merrily  do  your  bit,  Cheerily  stick  to  it,  Raising 

beans  and  wheat. 

3.  Save,  save,  save  the  wheat.  Meat  and  sugar  too; 
Com   and    potatoes   and    rice    and    tomatoes    are 

Mighty  good  for  you. 

148.  John  Brown's  Baby. — 

(Tune,  "John  Brown's  Body") 

1.  John  Brown's  baby  had  a  cold  upon  its  chest, 
John  Brown's  baby  had  a  cold  upon  its  chest, 
John  Brown's  baby  had  a  cold  upon  its  chest, 
And  they  rubbed  it  with  camphorated  oil. 

2.  Omit  the  word  "baby"  and  rock  an  imaginary  baby. 

3.  Omit  "baby"  and  "cold,"  a  sneeze  pantomiming  the 

cold. 

4.  Omit  "baby,"  "cold"  and  "chest,"  the  last  being 

pantomimed  by  a  hearty  slap  on  one's  chest. 

5.  The  next  word  to  be  omitted  is  "rubbed,"  and  one's 

chest  is  rubbed. 

6.  Lastly,  omit  "camphorated  oil,"  each  one  pinching 

his  nose  as   decidedly   indicative  of  his  feelings 
toward  the  oil. 


SONGS  299 


149.  Siamese  National  Air. — 

(Tune,  "America  ') 
O  wha  ta  goo  Siam, 
O  wha  ta  goo  Siam, 
O  wha  ta  goo  Siam,  etc. 

(Sung  slowly  at  first  and  then  rapidly.) 


CHAPTER  IX 
"TURIS"  GAMES 

150.  Norwegian  Mountain  March. 

151.  Indian  Sun  Dance. 

152.  The  Flowers  that  Bloom  in  the  Spring. 

153.  The  Shoemaker. 

154.  Weave  the  Wadmal. 

The  word  "Turis"  is  made  up  of  letters  that  signify: 
"T"raining  for  "S"ervice,  "U"  (you)  and  "I,"  with  "R" 
for  rhythm,  in  the  center.  The  games  included  in  this  list 
are  intended  to  be  suggestive  of  the  excellent  values 
found  in  the  primitive  or  very  early  rhythmic  games 
found  in  practically  every  nationality.  The  rhythmic 
appeal  is  direct  and  simple.  The  games  are  entirely  free 
from  the  objectionable  features  found  in  modem  dances. 
Source  materials  of  this  kind  may  be  found  in  the  follow- 
ing volumes: 

England,  Physical  Education. 
Pedersen  and  Boyd,   Folk  Games  and  Gymnastic  Play, 

Saul  Brothers,  626  Federal  Street,  Chicago,  111. 

Folk  Games  of  Denmark  and  Sweden,  Saul  Brothers. 

Brown   and   Boyd,    Old   English   and   American   Games, 

Saul  Brothers. 
Spaeck  and  Boyd,  Folk  Dances  of  Bohemia  and  Moravia, 

Saul  Brothers. 
Bovbjerg,  Danish  Folk  Dances,  Chicago  School  of  Civics 

and  Philanthropy,  Chicago. 
Van  Cleve,  Folk  Dances  for  Young  People,  Milton  Bradley 

Company,  Springfield. 
Burchenal,  Folk-Dances  and  Singing  Games.    Schirmer, 

Boston. 

Not  all  of  the  material  included  in  the  above  is  suited 
to  the  needs  of  church  recreational  programs,  but  the 
director  will  have  little  difficulty  in  discriminating  be- 
tween what  is  usable  and  that  which  is  inappropriate. 


CHAPTER  rx 
"TURIS"  GAMES 


150.  Norwegian  Mountain  March.- 
A 


W^»-\-\—0—0      I    0        M,        0-\-^-m—^-\rW 


P—W- 


% 


A-l-h«-l— I- 


^^^^^^^ 


Se3^ 


J-i— V— 2— C  B 


^^^ 


ti±t=a:a! 


m 


i\~. — w 


m 


M^ 


0 — it-i — p- 


m 


f^^n^ 


M •_,4l 


rf=F%=g 


Mfai 


^^^^^tffe^HJ 


Norwegian  Mountain  March 

Each  measure  of  the  music  is  counted  "One,  Two, 
Three." 

The  players  form  in  sets  of  three  each.  The  players 
in  each  set  are  numbered  one,  two,  three.  The  small 
sets  form  a  large  circle.     Number  one  of  each  set  has 

303 


304  THE  CHURCH  AT  PLAY 

one  handkerchief  in  each  hand.  Number  two  and 
number  three  (with  proximate  hands  joined)  stand 
behind  number  one,  each  holding  a  handkerchief  in 
free  hand.    All  players  face  forward  in  large  circle. 

(a)  With  catch  step,  sets  move  round  big  circle  from 
left  to  right.     (Sixteen  measures.) 

(b)  With  stamp  on  first  note,  number  one  of  each  set 
marches  backward  under  uplifted  arms  of  number  two 
and  number  three.  Number  two,  without  releasing  hand 
of  number  three,  marches  across  and  goes  under  right 
arm  of  mmiber  one,  number  three  turns  round  to  left 
under  right  arm  of  number  one,  and  number  one  turns 
about  to  right  under  own  right  arm.    (Eight  measures.) 

(c)  Repeat  b,  omitting  stamp  on  first  note.  (Eight 
measures.) 

(d)  Repeat  a,  b,  and  c. 

151.  Indian  Sun  Dance. — ^Music,  any  4 — 4  Indian 
rhythm  (such  as  the  Sun  Dance,  by  Lea  Freedman, 
M.  Witmark  &  Sons,  144  West  37th  Street,  New  York). 

(a)  Circle  formation  face  to  left. 

Indian  step  (step  hop,  step  hop,  keeping  feet  close 

to  the  ground)  32  steps. 
{b)  Same  step  facing  center  of  circle  and  moving  for- 
ward 4  steps. 

Raise  arms  high,  looking  upward  hold  4  counts. 

Dance  backward  4  steps. 

Arms  high  and  hold  4  counts. 

Repeat  16  counts.     Total,  32  counts. 
(c)  All  face  the  sun  4  counts. 

Raise  arms  slowly  upward  4  counts. 

Hold  them  there  looking  upward  4  counts. 

Lower  them  slowly — at  same  time  bending  body 

4  counts. 


TURIS  GAMES  305 

Resume  natural  position  slowly  4  counts. 
Repeat  16  counts.    Total,  32  counts. 
(d)  Repeat  the  first  step  32  counts. 

Raise  arms  high,  palms  up  toward  the  sun  and 
leave  stage  walking  slowly. 

152.  The  Flowers  that  Bloom  in  the  Spring. — 

(Gilbert  and  Sullivan.) 
All  sing: 

1.  "The  flowers  that  bloom  in  the  spring,  tra  la, 

2.  Breathe  promise  of  merry  sunshine. 

3.  As  we  merrily  dance  and  sing  tra  la 

4.  We  welcome  the  hope  that  they  bring,  tra  la, 

5.  Of  a  simimer  of  roses  so  fine, 

6.  Of  a  stmimer  of  roses  so  fine. 

7.  And  that's  what  we  mean  when  we  say  that  a  thing 

8.  Is  welcome  as  flowers  that  bloom  in  the  spring, 

9.  Tra  la,  la,  la,  Tra  la,  la,  la 

10.  As  we  merrily  dance  and  sing 

11.  Tra  la,  la,  la,  Tra,  la,  la,  la 

12.  The  flowers  that  bloom  in  the  spring." 

Game:  Players  form  in  a  circle,  man  and  girl  alter- 
nating, facing  the  center  and  joining  hands. 

8  side  steps  around  the  circle  to  left — lines  1-2. 

8  side  steps  around  the  circle  to  right — lines  3-4. 

Girl  goes  under  partner's  arm — (4  steps) — line  5. 

All  go  forward  to  center  of  circle — line  6. 

All  move  outward  (backward)  again — line  7. 

Men  under  their  ladies'  arms — line  8. 

8  side  steps  around  the  circle  to  left — line  9. 

Partners  move  in  circle — line  10. 

8  side  steps  around  the  circle  to  right — line  11. 

Partners  move  in  circle — line  12. 

Girls  remain  in  positions  in  the  circle  while  men, 
stepping  back  of  their  partners,  move  one  position  to 


3o6 


THE  CHURCH  AT  PLAY 


the  right.  This  gives  everyone  a  new  partner.  Repeat 
the  "Turis"  game  several  times. — ^Adapted  from  Fun  for 
Everybody,  Community  Service. 

153.  The  Shoemaker. — 


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Each  measure  of  the  music  is  counted,  "One,  And, 
Two,  And." 

The  players  stand  in  a  single  circle,  all  facing  the 
center  and  about  eighteen  inches  apart. 

(a)  With  hands  clenched,  held  on  a  level  with  the 
elbow  and  shoulder  high,  roll  one  arm  around  the  other 
rapidly.  (One  measure.)  Roll  arms  in  the  opposite 
direction,     (One  measure.) 

(b)  Jerk  elbows  back  twice.     (One  measure.) 

(c)  Hammer  fists  together  three  times.  (One  meas- 
ure.) 

(d)  Repeat  a,  b,  and  c.     (Four  measures.) 

(e)  Join  hands  in  circle,  run  eight  short  steps,  left. 
(Four  measures.)  Then  eight  steps,  right.  (Four  meas- 
ures.) 


TURIS  GAMES 


307 


(/")  Repeat  a  to  e  inclusive. 

In  order  to  add  variety  and  interest,  when  repeating 
in  /,  substitute  for  b  (jerk  elbows  back  twice,  one  meas- 
ure) hammering  fists  twice,  first  right  hand  on  top  and 
then  the  left.     (One  measure.) 

The  players  should  pretend  that  they  are  shoemakers. 
The  movement  in  a  is  that  of  winding  the  thread;  in  b, 
it  is  pulling  the  thread  tight,  thus  completing  a  stitch; 
in  c,  it  is  driving  the  peg. 

154.  Weave  the  Wadmal. — 


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Any  number  of  couples  stand  in  two  lines  about  four 
feet  apart,  the  girls  on  one  side  and  the  men  on  the 
other,  facing  each  other.  There  are  five  parts  to  the 
game.  The  first  is  called  the  reel;  second,  weaving; 
third,  darning;  fourth,  testing  the  cloth;  and  fifth, 
rolling  the  cloth. 

The  reel. — The  head  couple  joins  adjacent  hands  and 
runs  down  center  toward  the  foot  of  the  line  twelve 
steps  (bars  i  to  4).  Each  turns  singly,  joins  hands 
with  partner,  and  runs  toward  the  head  twelve  steps 


3o8  THE  CHURCH  AT  PLAY 

(bars  5  to  8).  They  turn  as  before  and  run  half  way 
toward  the  foot  six  steps,  hnk  right  arms  and  turn  six 
steps.  The  girl  then  runs  to  the  foot  of  the  men's  line, 
the  man  to  the  head  of  the  girls'  line,  and,  linking  left 
arms  with  the  end  player,  they  turn  once  round.  They 
then  run  to  the  center,  link  right  arms  and  turn  once 
round,  run  to  the  second  player,  link  left  arms  and  turn 
once,  and  so  on,  turning  each  in  turn  until  all  have 
reeled.  After  turning  the  last  player,  they  link  right 
arms  as  before  and  turn,  finishing  with  the  girl  on  the 
man's  right.  They  join  adjacent  hands  and  run  from 
the  head  to  the  foot  of  the  men's  line  and  from  the  foot 
to  the  head  of  the  girls'  line,  the  girl  running  outside  the 
lines  and  the  man  inside.  When  this  couple  begins 
running  from  head  to  foot  of  the  lines,  all  drop  in  deep 
knee-bend  position  and  clap.  They  remain  in  stooping 
position  until  the  running  couple  has  passed  the  last 
girl  at  the  head  of  the  line;  then  all  rise  and  stop  clapping. 
They  continue,  running  down  between  the  lines  to  the 
foot,  where  they  stand. 

Each  couple  in  turn  repeats  the  same. 

Weaving. — All  join  both  hands  with  partner  with  arms 
straight.  Couple  No.  i  pulls  to  the  men's  side  three 
short  running  steps  while  couple  No.  2  pulls  to  the 
girls'  side  the  same,  each  coming  back  into  the  other's 
place  with  three  short  running  steps.  No.  3  couple 
begins  weaving  when  No.  i  comes  to  weave  with  them. 
No.  I  now  pulls  to  the  girls'  side  and  No.  3  to  the  men's 
side.  Thus  each  couple  begins  to  weave  when  No.  i 
comes  to  weave  with  them;  and  once  a  couple  has  begun, 
they  continue  until  they  have  gone  to  the  head,  to  the 
foot,  and  back  to  own  place.  Whenever  a  couple  reaches 
either  head  or  foot  place,  they  mark  time  on  place 
until  another  comes  to  weave  with  them.    This  is  usually 


TURIS  GAMES  309 

about  three  counts.  When  in  head  couple's  place  they 
must  pull  to  the  men's  side;  and  when  at  the  foot,  they 
must  pull  in  accordance  with  the  coming  couple.  It 
will  be  noted  that  No.  i  couple  wiU  finish  first;  No.  2 
second;  and  so  on. 

Darning. — Partners  join  both  hands  and  use  short 
running  steps  throughout. 

No.  I  couple  goes  under  the  joined  hands  of  No.  2, 
over  No.  3,  and  so  on,  moving  down  the  line  going 
alternately  under  and  over  each  couple  in  turn.  All 
stand  until  couple  No.  i  comes  to  them,  then  each  be- 
gins, and  continues  until  having  reached  the  head, 
the  foot,  and  own  place.  When  in  head  place,  all  go 
under  in  starting  toward  the  foot. 

Testing  the  cloth. — All  link  adjacent  arms  with  the 
player  standing  next  to  them  in  line,  and  the  end  players 
link  arms.  The  head  and  foot  couples  unmediately  run 
vigorously  toward  each  other  while  the  side  couples 
run  backward,  six  steps,  the  sides  then  run  forward, 
and  the  head  and  foot  couples  backward  the  same. 
Each  runs  forward  four  times,  which  leaves  them  in 
original  places. 

Rolling  the  cloth. — All  join  hands  instead  of  linking 
arms  and  hold  their  hands  close  to  the  sides.  The  head 
man  and  girl  do  not  join  hands  with  each  other.  The 
girl  stands  in  place  while  the  man  winds  the  line  round 
her.  When  all  are  wound  up,  they  stand  while  the  girl 
runs  under  their  joined  hands,  leads  the  line  into  a 
circle  facing  outward,  and  joins  hands  with  her  partner. 
They  then  run  as  rapidly  as  possible,  trying  to  keep  the 
line  from  breaking. 

This  running  in  a  circle  is  testing  the  cloth  again. 


CHAPTER  X 

SPECIAL  OCCASIONS 

The  recreational  program  of  the  church  should  be 
planned  for  an  entire  year,  keeping  in  mind  the  seasonal 
and  other  special  occasions  which  are  universally  recog- 
nized. Practical  suggestions  for  programs  suited  to 
each  of  the  twelve  months  of  the  year  will  be  found 
in  Harbin,  Phunology;  Owen,  A  Year  of  Recreation; 
Wolcott,  The  Book  of  Games  and  Parties  for  all  Occa- 
sions; Baker,  Indoor  Games  and  Socials  for  Boys;  Gates, 
Successful  Socials. 


BIBLIOGRAPHY 

For  a  complete  bibliography,  well  organized,  and  with 
detailed  description  of  each  publication,  it  is  recommended 
that  the  reader  secure  Knight  and  Williams,  Sources  of 
Information  on  Play  and  Recreation,  Russell  Sage  Founda- 
tion, 130  East  22nd  Street,  New  York  City;  35  cents. 
Over  500  publications  are  included  in  this  list. 

La  Porte,  William  R.,  A  Handbook  of  Games  and  Plays, 
The  Abingdon  Press,  New  York.  A  handbook  on  social 
and  recreational  activities  for  church,  school,  and  home. 

Geister,  Edna:  Ice-Breakers  and  the  Ice-Breaker  Herself, 
George  H.  Doran  Company,  New  York,  1921;  169 
pages.  A  valuable  collection  of  games  and  stunts  for 
social  occasions.  A  list  of  practical  principles  of  recrea- 
tional leadership  reflecting  much  first  hand  experience. 

Community  Service,  Inc.:  What  Can  We  Do?  32  pages; 
Rural  and  Small  Community  Recreation;  152  pages; 
Pioneering  for  Play;  61  pages;  Fun  for  Everybody;  112 
pages.  The  material  contained  in  these  little  booklets 
reflects  the  wide  experience  and  practical  wisdom  of 
many  recreational  leaders.  One  of  the  very  best  sources 
of  materials  and  of  workable  plans,  i  Madison  Avenue, 
New  York  City. 

England,  Frederick  O. :  Physical  Education,  Bureau  of 
Education  of  the  Government  of  the  Philippine  Islands, 
1919;  374  pages.  A  manual  for  teachers  with  valuable 
suggestions  concerning  physical  health  and  posture, 
relaxation  exercises,  games  selected  and  organized  ac- 
cording to  the  needs  of  children  by  grades.  The 
technique  of  marching.  Impromptu  games,  folk  dances 
with  music.    Illustrated. 

Owen,  Ethel :  A  Year  of  Recreation,  The  Abingdon  Press. 

313 


314  THE  CHURCH  AT  PLAY      . 

New  York,  1920;  60  pages.  Socials  and  parties  ar- 
ranged according  to  the  months  of  the  year. 
Geister,  Edna:  It  Is  to  Laugh,  Doran,  New  York,  1922; 
141  pages.  A  book  of  games  and  stunts  intended  to 
create  healthy  laughter.  Many  suggestions  from  Y.  W. 
C.  A.  secretaries  and  delegates  to  recreational  con- 
ferences. The  material  is  unusually  practical  and 
wholesome. 

Draper,  George  O.:  Games,  The  Association  Press,  192 1; 
148  pages.  An  excellent  collection  of  games  classified 
for  use  in  school,  social  occasions,  outdoors,  special 
occasions.  Much  of  the  material  was  contributed  by 
Y.  M.  C.  A.  directors. 

Harbin,  E.  O.:  Phunology,  Lamar  &  Barton,  Nashville, 
1920;  303  pages.  A  collection  of  social  and  recreational 
programs  for  each  month  in  the  year.  Also  classified 
plans  for  various  sorts  of  entertainments.  A  number 
of  songs  used  in  the  Epworth  League  of  the  Methodist 
Episcopal  Church,  South. 

Churchill,  J.  A.:  A  Practical  Recreation  Manual  for 
Schools,  Department  of  Education,  State  of  Oregon, 
191 7;  118  pages,  illustrated.  A  revision  of  an  earlier 
manual  used  to  guide  and  stimulate  work  on  the  play- 
grounds. Equipment  of  the  playgrounds,  plays  and 
games  that  have  been  used  successfully,  programs  for 
festivals,  field  meets,  and  special  days. 

Gates,  Herbert  W. :  Recreation  and  the  Church,  University 
of  Chicago  Press,  191 7;  187  pages.  Practical  sugges- 
tions for  the  director  of  social  and  recreational  activities 
in  the  local  church.  An  earnest  statement  of  the  re- 
sponsibility of  the  church  for  the  recreational  life  of 
its  young  people. 

Johnson,  George  Ellsworth:  Education  by  Plays  and 
Games,  Gill  &  Company,  1907,  234  pages.  A  standard 
work.  Brief  discussion  of  the  theory,  history  and  place 
of  play  in  education.   A  suggestive  course  of  plays  and 


BIBLIOGRAPHY  315 

games  grouped  to  meet  the  needs  of  five  periods, — 
years  0-3,  4-6,  7-9,  10-12,  13-15,  illustrated. 

Edwards,  Richard  H.:  Popular  Amusements,  The  Asso- 
ciation Press,  191 5;  239  pages.  The  amusement  situa- 
tion as  found  in  a  typical  American  town.  The  influence 
of  commercial  interests  and  other  phases  of  the  prob- 
lem. Proposed  remedies  on  the  basis  of  community 
action. 

Bancroft,  Jessie  H.:  Games,  for  the  Playground,  Home, 
School  and  Gymnasium,  The  Macnullan  Company, 
1919;  462  pages.  Practical  suggestions  to  the  teacher 
of  games.  A  voluminous  collection  of  active  and  quiet 
games,  feats  and  forfeits,  singing  games.  Excellent 
indexes  which  simplify  the  selection  of  games  for 
children's  parties,  school  (both  elementary  and  high), 
summer  camps,  etc.    A  standard  work. 

Ciutis,  Henry  S.:  Education  Through  Play,  Macmillan, 
New  York,  191 5;  359  pages.  A  thorough  discussion 
of  the  definite  responsibility  of  the  schools  for  the 
recreational  life  of  the  children.  The  children's  play  as 
a  city  problem. 

Chesley,  Albert  M.:  Social  Activities  for  Men  and  Boys, 
The  Association  Press,  New  York,  1919;  364  pages, 
illustrated.  A  manual  of  practical  suggestions  to  be 
used  in  the  social  department  of  the  Y.  M.  C.  A. 
Amateur  entertainments,  songs,  yells,  indoor  games. 
Departmental  (Physical,  Educational,  and  Bible  Study) 
specialties. 

Lee,  Joseph:  Play  in  Education,  The  Macmillan  Co., 
New  York,  1915;  500  pages.  A  study  of  the  child  at 
play  without  any  attempt  to  draw  conclusions  con- 
cerning problems  of  adult  leadership.  The  description 
follows  the  recapitulation  theory  of  child  development. 
A  delightful  and  close-up  interpretation  of  play  by  the 
President  of  the  Playground  and  Recreation  Association. 

White,   Miuiel:  All-the-Y ear-Round  Activities  for  Young 


3i6  THE  CHURCH  AT  PLAY 

People.  Christian  Board  of  Publication,  Saint  Louis, 
1 921;  139  pages.  A  compilation  of  plans  and  programs 
to  be  used  in  the  Intermediate,  Senior,  and  Young 
People's  Departments  of  the  graded  church  school. 
Service  activities  as  well  as  recreational  suggestions. 

Gates,  Estella:  Successful  Socials,  United  Society  of 
Christian  Endeavor,  Boston,  192 1;  129  pages.  Out- 
lines for  socials — a  series  of  sixteen  carefully  worked 
out  programs  for  parties  such  as  Christian  Endeavorers 
would  enjoy.    The  games  suggested  are  all  described. 

Atkinson,  Henry  A.:  The  Church  and  the  People's  Play, 
The  Pilgrim  Press,  191 5;  259  pages.  A  thoughtful 
statement  of  the  importance  of  play  in  the  life  of  the 
individuals  and  the  commiuiity  and  the  relation  of  the 
church  to  the  question.  The  dangers  of  dancing,  card 
playing,  and  theater  going  pointed  out.  The  church 
as  a  social  center. 

Wolcott,  Theresa  H. :  The  Book  of  Games  and  Parties  for 
All  Occasions;  Small,  Maynard  &  Co.,  Boston,  1920; 
607  pages.  A  source  book  of  unusual  richness  by  the 
Entertainment  Editor  of  the  Ladies'  Home  Joiimal. 
The  best  suggestions  that  have  appeared  during  the 
preceding  ten  years  in  the  Ladies'  Home  Journal.  The 
material  is  well  adapted  for  use  in  home,  school  and 
church. 

Elsom  and  Trilling:  Social  Games  and  Group  Dances; 
J.  B.  Lippincott  Co.,  Philadelphia,  1919;  258  pages. 
Illustrated.  A  collection  of  games  and  dances  suitable 
for  commimity  and  social  use.  Adapted  to  needs  of 
children  and  adults.  The  dances  described  are  meant 
to  take  the  place  of  the  ballroom  appeal.  Five  types, 
social  mixers,  tag  games,  parlor  games,  pencil  and 
paper  games,  stunts. 

International  Association  of  Rotary  Clubs:  Handbook 
of  Entertainment  for  Rotary  Clubs  and  Song  Book, 
Chicago,  1918,  1922.    Games  and  songs  for  advilts. 


BIBLIOGRAPHY  317 

Crozier,  Gladys  B.:  Children's  Parties;  119  pages;  Indoor 
Games  for  Children;  120  pages;  Outdoor  Games  for 
Children;  114  pages.  Button,  New  York,  19 14.  In- 
structions for  playing  games  that  are  suited  to  the 
interests  and  capacities  of  children. 


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